CAREERS EDUCATION, INFORMATION, ADVICE AND GUIDANCE (CEIAG) STRATEGY

VISION: “Students will be aspirational lifelong learners with a sense of purpose and ambition able to confidently choose pathways for future successes.”

Date Approved by the Senior Leadership Team:

Date Approved by Governing Body:

Last amended/updated:

Date of Next Review by Governors:

Policy Created by: Date: B.Hitchings 02.06.19

Rationale

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Careers education and guidance plays a major part in helping young people choose programmes that suit their interests, abilities and individual needs. A robust careers programme helps avoid disengagement, puts school learning into a wider and more relevant context, and helps raise aspirations.

Holly Lodge Girls’ College Careers programme will support our students to plan and manage their careers effectively, ensuring progression which is ambitious and aspirational. It will promote equality of opportunity, embrace diversity and challenge stereotypes. The policy will be guided by the Gatsby benchmarks1 and conform to statutory requirements, in particular the DfE’s Careers Strategy2 and the revised statutory guidance3. Through a planned programmed of careers education and one to one guidance we will provide the appropriate activities and experiences to enable learners to make well informed decisions and successful transitions from key stage 3 to key stage 4 and from key stage 4 to key stage 5 to Further Education, Apprenticeships/Traineeships or Employment and from Sixth Form to Higher Education, Apprenticeships or Employment. We will keep our students informed of Local Market Information (LMI) so that they are able to consider growth areas when planning their progression.

Commitment

Holly Lodge Girls’ College is committed to encouraging ambition in all our students and values aspiration as a key to improving progress and improving the life chances of our students. This was recognised by Ofsted in January 2019 “Leaders at every level are passionate about raising pupils’ aspirations and improving the life chances of young people”. Careers education is vital in this aim and we will provide all students in Years 7-13 with a programme of careers and enterprise related activities which will help them in making choices for future successes. This includes raising the aspiration and outcomes of Pupil Premium and SEN students by ensuring that they have individual Career Connect interviews at key stages of their education and ensuring that they are targeted for career encounters and visits. The details of the CEIAG and Enterprise programme will be published on the school website and can be viewed by students, parents and carers as well as employers, partners and education/careers providers. The programme is guided by the Gatsby benchmarks for ensuring best practice. We

1 http://www.gatsby.org.uk/education/focus-areas/good-career-guidance

2 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/664319/Careers_strategy.pdf

3 https://www.gov.uk/government/publications/careers-guidance-provision-for-young-people-in-schools

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want all our learners to leave school with a progression pathway linked to their ambitions, with a knowledge of the skills and attributes that employers are looking for and an experience of the world of work to best prepare them for their futures.

Holly Lodge Girls’ College will also be participating in CEC’s Enterprise Adviser Network to strengthen the linkage between education and industry; particularly in respect of the identified growth sectors in the Liverpool City Region; raising awareness of opportunities in the current labour market and preparing students for these career experiences. In addition to this, we have just become a member of the Liverpool Careers’ Hub to ensure that we can provide our students with the best support and up to date LMI information.

see Appendix 1 - SWOT analysis

Careers and Employability Programme The current programme is delivered through a combination of methods, including individual and group meetings with an independent advisor, Taster Visits to local colleges and Sixth Form, a cross-curricular PSHE programme, assemblies, masterclasses, presentations, employer visits, independent work experience, seminars, workshops and careers’ fairs.

To enable teaching staff/Heads of Year/Subject Leads to track student progress and employer engagement from Year 7 –Year 13 Holly Lodge Girls’ College has created a spreadsheet to record each student’s ‘meaningful’ employer encounters, career aspirations work, workshops attendance etc, and potential pathways. This enables Holly Lodge Girls’ College to monitor and track the learner journey, helping to plan and prepare targeted ‘meaningful’ encounters for individual students. Students’ individual attendances and experiences are also logged on SIMS to create a record of all experiences across through their education at Holly Lodge.

Objectives In order to help our students develop the skills and confidence to make realistic and informed decisions about their futures and to manage the transitions from one stage of their education, training and work to the next we have decided on three objectives :

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1) Improve external networks to provide increased/more impactful experiences for students (Gatsby Benchmarks 5,6 &7)2) To ensure that curriculum leaders and then all teaching staff to “buy into” the strategy and enhance provision in curriculum time (Gatsby

Benchmark 4)3) To encourage our students to have high aspirations and increase the uptake of nationally recognised qualifications and courses with

potential for progression for all our students (Gatsby Benchmarks 3 & 8)

We will do this by:

Vision “Students will be aspirational lifelong learners with a sense of purpose and ambition able to confidently choose pathways for future successes.”

Objective Year 1 - Actions Start date Evaluation Outcome from Evaluation Year 2 - Actions Year 3 ResponsibilityImprove external networks to provide increased/more impactful experience for students(Gatsby Benchmarks 5,6 &7)

Shaping Futures Support for events in and out of school and transport

September 2018

July 2019 - pupil voice recorded to gauge impact

Continue links as long as funding is available. Continue to record student voice to gauge impact. Liaise with RCT for further opportunities and support.

Dates in school calendar. Aspiration Lead

Monitoring - use student tracker to check that all students are accessing experiences involving external providers. Careers lead to review termly with Aspiration lead.

Engage with apprenticeship providers to look at all pathways open to students

September 2018

July 2019 - Assemblies and parents evenings booked and student voice captured to gauge impact

ASK to provide assemblies for Y10 & Y11 March 2019. Also to provide staff training on 1st July

Ensure that this support is booked in for following years. Next year will also be provided for lower year groups.

Dates in calendar for assemblies for all years, attendance at parents’ evenings and staff CPD

Career Lead

Request a link governor for Careers

September 2018

December 2018 - timetable of meetings arranged and action plans reviewed.

Link governor now in place, have started to meet.

Feedback to governors completed every term

Regular meetings with governor Career Lead

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Create database of businesses/providers willing to support students

September 2018

July 2020 - database of partners on shared drive, accessible by all staff

Growing list of willing partners – ensure that this is stored centrally for others to add to

Comprehensive list including all areas of LMI

Career Lead & all staff

Barclays Lifeskills to deliver sessions to students – Years 7-9.Recognising skills and ambitions

December 2018

Easter 2019- Pupil voice recorded to gauge impact

Students’ feedback was positive. Ensure dates booked for this year as Barclays have not been taking bookings

Is this sustainable for next year? Put dates into calendar if Lifeskills is to continue. Continue to record student voice to gauge impact.

Dates in school calendar. Careers Lead

To develop links with Deloitte to provide careers support for students

December 2018

July 2019 - meeting with NM from Deloitte using pupil voice to evaluate activities this year.

Plan impactful activities (use data from previous activities) for the year to support students.Mentorship for Y7 students, identified from transition data to start after half term.Further workshops planned and in school calendar.

Rebook for following years ensuring that times fit in with curriculum where appropriate

Start lunchtime career talks from different career areas for any interested students

February 2019

Easter 2019 - student voice captured to gauge impact.

Talks have started and been well received.

Keep contact details and book in. Contact further professionals for different career paths

Rebook for following years ensuring that times fit in with curriculum where appropriate.

Career Lead and subject teachers.

Create Alumni September 2019

July 2020 - Former students to be contacted and booked for talks etc

Social media to help with further sustainable links.

Database of alumni created with current social media page

NPA

To get curriculum leaders and all

teaching staff to “buy into” the strategy and enhance provision in

curriculum time(Gatsby Benchmark 4)

To work with Science as a pilot to integrate careers education into their scheme of learning

September 2018

Easter 2019 - Survey students to gauge their knowledge of related careers

Staff training booked in for 1st July to show work completed with science and to give other departments time to consider how they will embed this and include this in their curriculum planning. Work will need to be in place for September

Reminder of requirements at staff CPD in September. SoL and work books should reference CEIAG.CEIAG displays in departments. Learning walk/drop in feedback shows links to careers education

CEIAG embedded into SoL. Curriculum leads and teaching staff.

Monitoring - Year 1, Survey teaching staff October November 2018 Survey completed and Staff better equipped/more Careers training in calendar as Career Lead

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regular meetings with Head of Science to look at activities and resources.

to find out their knowledge/confidence of providing careers’ advice to students

2018 - action plan formed from staff responses and training planned.

results analysed. More work needed to provide training.ASK to provide apprenticeship/traineeship information. School sixth form team to deliver information on other progression routes on 1 July

confident to deliver CEIAG in lessons and pastorally. Staff feedback to show improved knowledge.Learning walk/drop in feedback shows links to careers education

part of regular CPD updates. Head of Sixth FormASK

Meetings with Head of Science to discuss STEM club

Use outcomes from Objective 1 to enhance curriculum area provision.

July 2019 December 2019July - after CPD, staff are aware of database of external partners and are accessing it to provide support within the curriculum.

Speakers, events and visits happen as a scheduled part of the curriculum

Speakers, events and visits are booked yearly to enhance the curriculum

Subject staff

Encourage science staff to restart STEM club. Send opportunities to Head of Science and STEM lead. Speak to HWN, VCT, NPA and JLT to see if this can be further developed. CR to help?

September 2020

Christmas 2020 STEM club meeting regularly with increased and regular attendance.

STEM club meeting regularly and taking part in events etc

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To encourage our students to have high aspirations and increase the uptake of nationally recognised qualifications and courses with potential for

Our school motto is “Expect to Achieve” and this is to be seen in staff expectations in all lessons. Links to Aspiration Agenda, Girls' Network, Hope University Trust and Shaping Futures.

September 2016

Ongoing - feedback from learning walks, improved NEET figures, improved student progress. School survey data shows that 98% of parents

Ofsted January 2019“There has been a shift in the schools’ culture. Teachers and students alike embrace the School ethos: ‘Expect to Achieve”

Learning walk feedback to ensure that this continues as a natural part of lessons.Links with Aspiration Lead and rest of SLT ensure that the aim remains integral to all elements of school life.

Students have a “can do” attitude and can discuss aspirational career aims.

All staff

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progression for all our students (Gatsby Benchmarks 3 & 8)

agree that we are providing appropriate careers advice and guidance.

To ensure that individual CEIAG provided is effective and supportive

Ongoing - feedback from individual guidance meetings shows impact

Feedback forms from students states that sessions with Career Connect are useful and supportive

Continue to monitor and also look at other providers to ensure provision is always the best possible. Ensure that our model of provision is providing the best CEIAG for students' progression.

Students routinely give feedback to evaluate provision.

Career Lead Independent CEIAG advisor

Continue to liaise with Aspiration lead in school

September 2018

Ongoing - regular meetings with discussion of activities and targeted students.

Activities co-ordinated to provide best provision for students

Schedule regular meetings and discuss opportunities.

Timetable regular events into calendar

Career LeadAspiration Lead

Create a spreadsheet of all careers and aspiration events that each student experiences.

September 2019

Ongoing - updated regularly and used to track and plan

Information now also put onto SIMS to build up a picture of supports received through school.Year 11 to receive a copy of their individual support.

Target further activities for students who need further support, especially PP, SEND, CLA, or those lacking exposure to events/speakers etc.

All students receive an annual careers log of events that they have participated in.

Career LeadAspiration LeadOffice Manager

Survey Y11 students to ensure that they have appropriate plans for September

February 2019

March 2019 - form created and completed

Create spreadsheet of responses. Follow up on students who aren’t sure or who aren’t applying for suitable courses

Repeat survey for new Y11. Repeat survey. Career LeadOffice Manager

To track Y11 students in order to ensure that they continue onto appropriate courses in September and to analyse provision.Gain written consent to access data and obtain contact information.

February 2019

March 2019 - Form created. Student permission for tracking and find intended destinations obtained.

Create spreadsheet of responsesFollow up on any missing information.

Repeat with new Y11.Liaise with LA to check destinations, use student contact information to check and support with any missing data.

Repeat with new Y11.Liaise with LA to check destinations, use student contact information to check and support with any missing data.

Career LeadOffice ManagerHead of Year

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Learning Outcomes Following on from the students participation in their careers programme, they should be able to:

Assess their achievements, qualities and skills Present this information as appropriate Use this information for personal development

Set career and learning targets. Recognise and deal accordingly with influences on their attitudes, values and behaviour in relation to work.

Recognise the value and impact their activities at school can have on their future.

Implementation

The school guarantees impartial and independent advice via: An independent Careers Adviser, employed by Career Connect, who attends school 1 day a week. Appointments can be through student referral, tutor referral and parent referral. Maintained schools are obliged to provide independent careers advice as outlined in section 29 of the Education Act 2011. Independent Careers guidance must:

Be presented in an impartial manner Feature information on the range of education or training options, including apprenticeships and other vocational pathways Promote the best interests of the students to whom it is given

Provide access for all students and staff to Career Connect portal and other appropriate sources of guidance

Promote independent websites relevant to all career needs, from choosing a university or apprenticeship to pursuing a career

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Promote access to relevant external speakers offering independent sources of information including local and national employers, representatives from professional bodies and organisations including, representatives of higher education establishments and former students, who are a valuable resource.

There is a senior leader with responsibility for Careers and Enterprise education. All staff have a part to play in the implementation of this policy through their role as teachers/tutors and as subject specialists. Training will be provided for staff so that they have up to date knowledge and are confident in directing students towards pathways, as well as being able to show them how their curriculum learning can help in their future careers, which links to Gatsby benchmark 4. Careers information and resources are located in the foyer of one of the teaching buildings, which contains up-to-date, impartial information presented in a variety of media. It is reviewed and renewed on a regular basis by the Careers Leader. College and University prospectuses are current and visual displays are on the notice board. Access to prospectuses and other careers information is available to students before school, during break and lunch times and after school.

Throughout KS3, 4 and 5, independent learning providers and local colleges, will be invited to attend Holly Lodge Girls’ College in order to have the opportunity to speak to students/parents/carers/staff. If the organisation cannot attend, then representation will be visible at events in order to advertise local opportunities. Holly Lodge Girls’ College has published a policy statement on provider access and published it on its website.

Monitoring, Review and Evaluation

A report will be published on an annual basis, including an account of activities, a review of progress and an evaluation of pupil responses to provision. This policy will be reviewed annually as part of the whole-school self-assessment process, informing the COMPASS SEF and will be reviewed by the Governors. Parents are welcome to give feedback on any aspect of the CEIAG programme to the Careers Coordinator, via the school website. We routinely gather Parent Voice at Parents' Evenings, including information on the effectiveness of our Careers Programme. Student Voice activities are conducted with students from various year groups regularly. A focus group of students will be surveyed twice a year review activities and help inform future events.Intended destination data will be gathered form Year 11 students, together with permission for tracking and contact details so that we can monitor the paths of our students and NEET figures,Teachers will be surveyed and information from learning walks, department visits and work scrutiny will also be used to evaluate effectiveness of curriculum input.

Recording, Assessment and Reporting

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Students’ activities are recorded centrally. A report on the careers programme is presented to the governors termly.

Entitlement

Every student at Holly Lodge Girls’ College is entitled to a thorough, personalised and aspirational programme of careers events throughout their time at the school. They are given support to whichever route they choose, whether this occurs at the end of KS4 or the end of KS5. An Entitlement Statement is published on the school website Careers area.We have these aims for each Year Group.

Year Group Year Aim Measurable Outcomes Activities

Year 7 Awareness of progression routes-options, T-Levels, apprenticeships, L1, L2, L3 courses, apprenticeships and university

Students can talk about what happens at each stage and the choices available

Careers profile completed on entry and shared with al teaching staff

Barclays Lifeskills session

Lunchtime talks

Speakers/ events via lessons eg BAE sysytems

Assemblies

Year 8 Skills and attributes – students start to consider their own skills and attributes and start to consider how these, and subject choices for career pathways

Students can recognise their own skills and

They can start to assign subject choices to pathways when considering options

Careers profile completed on entry and shared with al teaching staff

Group and individual CEIAG sessions with an independent advisor

Barclays Lifeskills session

Careers booklets in PSHE

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Shaping Futures Options support

Lunchtime talks

Speakers/ events via lessons eg BAE sysytems

Assemblies

Year 9 Students explore further careers linked to subject choices and explore employability skills further

Career Connect Feedback shows awareness of skills and careers

Careers profile completed on entry and shared with al teaching staff

Group CEIAG sessions with an independent advisor

Barclays Lifeskills people session

Lunchtime talks

Speakers/ events via lessons

Whole year group visit to university

Assemblies

Year 10 Students start to consider LMI and begin to consider post 16 courses

Students can make choices about subjects they are interested in studying further. They know how/where to access information, following on from their Career Connect sessions.

Careers profile completed on entry and shared with al teaching staff

Group CEIAG sessions with an independent advisor (PP and SEN have individual sessions)

Lunchtime talks

Speakers/ events via lessons

Whole year group visit to university

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Taster Days at local colleges/sixth form

Careers’ fair

Assemblies

Year 11 Students are ready to choose post 16 courses and are fully aware of all options available to them at the end of Y11 and beyond

Students move onto courses/apprenticeships post 16 by making informed choices in line with their abilities and personal career goals thus ensuring low/no NEET

Careers profile completed on entry and shared with al teaching staff

Individual interviews with independent advisor (PP and SEN students to be seen first)

Lunchtime talks

Speakers/ events via lessons

A week’s work experience

Careers’ fair

Mock interviews with local employers

Careers Round Table

Assemblies

Students will come into contact with Careers, Employability and Enterprise in the following ways:

Through a variety of year group assemblies

Parents/carers are welcome to speak to the extended careers team, which includes: their child’s form tutor, Head of Year, a member of the sixth form team, SENCO or the Careers Coordinator, Careers Adviser if they have any questions or concerns about their child’s progress and their child’s participation in careers events.

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Students, parents/carers are entitled to have access to information about the options processes - provided via letter, on the school website and on information evenings.

Each Y11 student will have at least one individual careers interview with an independent, qualified careers practitioner. Pupil premium and SEN students to have theirs first.

All Y10 pupil premium and SEN students will have an individual careers meeting. Other students will have theirs in small groups.

All Y9 students will have careers meetings in small groups, prioritising pupil premium students.

All Y8 pupil premium and SEN students will have an individual careers meeting. Other students will have theirs in small groups, in order to best support with the options process.

Each KS5 student also receives at least one interview with a member of the sixth form team, and those with any concerns or queries can either self-refer or be referred for an additional interview with the independent Careers Adviser.

FE and HE providers, businesses and other professionals will be invited into school to work with the students.

Visits to FE and HE providers and businesses, as well as work experience will be organised to see the world of work in action.

Partnerships

The CEIAG programme is greatly enhanced through links with several partners who ensure the students’ learning is up to date and relevant. We strive constantly to expand and improve links with employers and other local groups, including the Careers and Enterprise Company’s Enterprise Adviser Network, our local Careers’ Hub and by consulting with our Enterprise Adviser.

Parental involvement is encouraged at all stages. Holly Lodge Girls’ College recognises that parents/carers remain the biggest influence on a young person’s career choices and as such we offer parents help and guidance at critical stages in the students’ time with us; for example, in Year 9 with KS4 options decisions, Year 11 with 16+ choices and Years 12 and 13 with UCAS and other applications. Parents also have the opportunity to speak to the Careers Coordinator by phone, by appointment or at any Year 9 to 13 parental consultation events. We also have a dedicated section for parents on our school website on Careers, Employability and Enterprise. The school also provides signposting to the National Careers Service. See Appendix 2 - External Stakeholder Engagement Plan.

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Links with the Local Authority:

The Local Authority has a duty under section 68 of the Education and Skills Act 2008 to encourage, enable and assist the participation of young people in education or training. In addition, the Education and Skills Act 2008 placed two new duties on local authorities from June 2013 for 16-18 year olds in relation to the raising of the participation age:

To promote the effective participation in education and training of young people covered by the duty to participate To have in place arrangements to identify those who are not participating

Holly Lodge Girls’ College works with the Local Authority, including sharing information, to support the above. In particular, in accordance with Section 13 of the above Act, the School will notify the Local Authority whenever a 16 or 17-year-old leaves an education or training programme before completion.

Links with the Governing Body

There is a named link Governor responsible for Careers and Enterprise education. All changes to the Careers Policy are approved by the school Governing Body and they are regularly informed about the progress of the careers programme via visits to the school and reports/presentations delivered by the Careers Coordinator.

Staff Development

Staff training needs have been identified from audits and CPD organised to help address any lack of knowledge and misconception. The CPD at the School makes every effort to meet training needs within an agreed period of time.

Annual updates will be arranged to keep staff aware of updates, to share ideas and best practice for curriculum-based CEIAG and to ensure that LMI is current.

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Progress

Current destination data shows NEET figures are below national average.

Our strategy aims to ensure that by proving enhanced opportunities for all our students, these figures will improve. We will ensure that all students have applied for nationally recognised qualifications or apprenticeships/traineeships etc and check on their progress once started on their KS5 programmes.

The two students who are inactive NEET were absent from school for a very long period of time and were removed from our results due to illness.

Changes to GDPR have meant that it was not possible to track students. Current Y11 students have now given written consent and contact details so that they can be tracked.

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Holly Lodge has evaluated its school careers’ activity against the Gatsby benchmarks using COMPASS , last completed 18.03.19. This is the third COMPASS evaluation and has shown improvements since the first on 28.08.19.

Benchmark Score

Action to Improve This

1 A stable careers programme

82% Further work on our website information and feedback from parents is needed.

2 Learning from career and labour market information

80% Further information about LMI needed

3 Addressing the needs of each pupil

90% Destination data has not been collected. However, current students have now given permission to track them and have given contact details

4 Linking curriculum learning to careers

75% Pilot programme with science department has been untaken this year and will be used as part of staff training later this year so that more careers education is embedded into lessons. This is a priority as identified in our strategic objectives.

5 Encounters with employers & employees

50% Although there is a lot of employer engagement in most years, Y7 still needs to have further encounters.

6 Experiences of 100% Although this is 100% we still endeavour to find more opportunities for our students.

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workplaces

7 Encounters with further and higher education

91% Providing all students at least 2 visits to universities is not easy to achieve. However, all our Y9 and Y10 students are going to attend a day visit and our other visits will help this. Our tracking systems will be able to highlight which students will still need visits

8 Personal guidance 100% We are now also incorporating individual meetings for our Y8 PP students to help with their options.

From September 2013, The Education Act of 2011 placed schools under a duty to ensure that all registered pupils in Years 8-13 have access to independent, accurate and impartial information advice and guidance. Schools are free to make arrangements for careers guidance which best suit the needs of their students, engaging where appropriate with independent providers.

Holly Lodge Girls’ College use the services of Career Connect to provide impartial careers advice and guidance as well as promoting the use of The National Careers’ Service website, https:// nationalcareersservice.direct.gov.uk , The government apprenticeship site, https://www.gov.uk/apply-apprenticeship amongst others.

High quality careers’ advice is a crucial part of improving social mobility. Young people make choices based on what they know and what they think is available to them. If our students are made fully aware of the career pathways and opportunities available to them, they will be more able to make informed choices about which qualifications and which career pathways will enable them to achieve their goals.

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