Minerva Learning Trust

Careers & University

For any enquirers please contact Mrs Jackson: cajackson@stocksbridgehigh.co.uk 0114 2883153

Next Review: September 2022

"Careers Education Information Advice and Guidance at Stocksbridge High School"
Gatsby Benchmark What it looks like: Year 7 Year 8 Year 9 Year 10 Year 11
1 A stable careers programme Stable, structured careers programme in place
Middle Leader assigned to coordinating role
Published on the schools' website
Termly feedback from students and parents/carers
Virtual talks and sessions within the programme
Compass to evaluate current provision annually
Entitlement statements for all yar groups (21-22)
CEIAG is an integral part of curriculum planning through PD plan
Staff CEIAG CPD programme to be developed (21-22)
2 Learning from career and labour market information • Skills, career pathways and progression routes in the local labour market;
• job applications and interviews;
• educational institutions, courses, qualifications, entry requirements and costs;
• professional bodies;
• employment sectors, employers, jobs, salaries and employment trends;
• jobs, training and apprenticeships;
• job demands and working life;
• financial planning.
LMI to support student choice via CEIAG weekly bulletin
Destination Data used to support student choices and progression
Careers Library regularly updated with up-to-date material
Students provided with information from Post-16 providers
Information and support from LEP to inform and design school programme via the Enterprise Network Advisor
Local employers involved in CEIAG programme
Twitter and school website used to promote employment routes
CEIAG Lead attends all network meetings
Alumni Profile (launching Autumn 2021)
KS4 students to help and support KS3 with choices
CEIAG/PD Assembly Plan written
LMI to support student choice via CEIAG weekly bulletin
Destination Data used to support student choices and progression
Careers Library regularly updated with up-to-date material
Students provided with information from Post-16 providers
Information and support from LEP to inform and design school programme via the Enterprise Network Advisor
Local employers involved in CEIAG programme
Twitter and school website used to promote employment routes
CEIAG Lead attends all network meetings
Alumni Profile (new 2021)
Information to Parents/Carers via parents evenings and events relevent to year group
CEIAG Assembly Plan written
3 Addressing the needs of each pupil • Students have different careers guidance needs at different stages.
• Opportunities for advice and support should be tailored to each of these stages, with diversity and equality embedded in the school’s careers programme.
• A school’s careers programme should actively seek to challenge stereotypical thinking and raise aspirations.
• Schools should keep systematic records of the individual advice given to each student and subsequent agreed decisions. All students should have access to these records to support their career development.
• Schools should collect and maintain accurate data for each student on their education, training or employment destinations for at least three years after they leave school.

Form tutor advice and support via the form time PD programme
Raising aspiration is a key element for all students
Additional support and intervention for SEND students (programme developing for 21-22)
Vulnerable groups are identified and monitored early
Students evidence careers experiences and employer encounters via Unifrog and are useful for for applications and interviews. (21-22)
Students start the process of using their journal for recording career development
Challenging gender stereotyping and pay inequalities addressed through form tutor/PD programme

Form tutor advice and support via the form time PD programme
Raising aspiration is a key element for all students
Records kept of interviews and key choices
Additional support and intervention for SEND students (programme developing for 21-22)
Vulnerable groups are identified and monitored early
Students evidence careers experiences and employer encounters via Unifrog and are useful for for applications and interviews. (21-22)
Students start the process of using their journal for recording career development
Challenging gender stereotyping and pay inequalities addressed through form tutor/PD programme
Targetted careers guidance from Sheffield Futures advisor
Form tutor advice and support via the form time PD programme
Raising aspiration is a key element for all students
Records kept of interviews and key option choices
NEET data and progression data collected and maintained
Additional support and intervention for SEND students (programme developing for 21-22)
Vulnerable groups are identified and monitored early
Students evidence careers experiences and employer encounters via Unifrog and are useful for for applications and interviews. (21-22)
Students start the process of using their journal for recording career development
Challenging gender stereotyping and pay inequalities addressed through form tutor/PD programme
Individual careers guidance from Sheffield Futures advisor
Form tutor advice and support via the form time PD programme
Raising aspiration is a key element for all students
Records kept of interviews and key choices
NEET data and progression data collected and maintained
Additional support and intervention for SEND students (programme developing for 21-22)
Vulnerable groups are identified and monitored early
Students evidence careers experiences and employer encounters via Unifrog and are useful for for applications and interviews. (21-22)
Students start the process of using their journal for recording career development
Challenging gender stereotyping and pay inequalities addressed through form tutor/PD programme
4 Linking curriculum learning to careers • All teachers link curriculum learning with careers as part of curriculum planning for Personal Development
• Science, technology, engineering and mathematics (STEM) subject teachers highlight the relevance of STEM subjects for a wide range of future career paths.
• By the age of 14, every student has had the opportunity to learn how the different STEM subjects help people to gain entry to a wide range of careers.
• All subject teachers emphasise the importance of succeeding in English and maths which links with increased choice of post-16 options
CEIAG programme is part of the Life+ lessons. All students receive Life+ lessons
Enrichment activities are promoted and offered through the curriculum
CEIAG curriculum audit and tracking on Unifrog (21-22)
STEM enrichment activities evidenced in PD planning
'Careers In' displays and classroom displays
Visiting speakers
Employer encounters in lessons
New growth sectors in employment areas especially Sheffield and digital/STEM technology
CEIAG programme is part of the Life+ lessons. All students receive Life+ lessons
Enrichment activities are promoted and offered through the curriculum for personal development
CEIAG curriculum audit and tracking on Unifrog(21-22)
STEM enrichment activities evidenced in PD planning
'Careers In' displays and classroom displays
Vocational subjects offered in many areas of the curriculum showing clear career pathways
Visiting speakers
Employer encounters in lessons
New growth sectors in employment areas especially Sheffield and digital/STEM technology
5 Encounters with employers and employees Every student should have multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace.
• Students should participate in at least one meaningful encounter with an employer every year between Years 7-13.
• Work with your regional Local Enterprise Partnership (LEP) to make sure you are aligning to the strategic economic plan of the region.
Students will participate in at least one meaningful encounter with an employer every year between Years 7-13.
In Years 7 and 8, the focus on exploring the student’s interests and motivations and developing a broad understanding of the world of work.
Visits and trips
Enrichment activities through curriculum areas
Students will participate in at least one meaningful encounter with an employer every year between Years 7-13.
In Year 9, the focus is on building aspirations and exploring career opportunities in more detail, including challenging stereotypes.
Visits and trips
Enrichment activities through curriculum areas
Students will participate in at least one meaningful encounter with an employer every year between Years 7-13.
Year 10 will address self-presentation, communication skills and what employers want.
The will also include structured work experiences, the benefits of volunteering and personal development.
Year 10 Ambassador Programme with Fox Valley to develop links and encounters with local employers (21-22)
ASPIRE - Interviews with employers to guide on how to stand out and perform well
Visits and trips
Enrichment activities through curriculum areas
Students should participate in at least one meaningful encounter with an employer every year between Years 7-13. In Year 11, there is a practical focus on making plans and applications for post-16 learning.
The post- 16 study programme will include the benefits of volunteering and personal development.
Sessions to support students with their Sheffield Progress applications
Sessions to support students making apprenticeship applications
Post-16 Event - visiting local employers
6 Experiences of workplaces Every student should have had at least one experience of a workplace, additional to any part-time jobs they may have. Students are prepared well for all experiences of the world of work through units of work in the Life+ lessons and planned form time preparation sessions. Students develop and apply skills they are learning at school.
Employer-led project based learning that links to curriculum areas
A workplace visit gives students the opportunity to see a work environment first-hand, observe work processes and talk to staff about their roles.
A full debrief takes place with the student to help them understand the learning outcomes from their visit/placement.
Employer talks in form-time sessions
Curriculum linked employer visits
7 Encounters with further and higher education All students should understand the full range of learning opportunities that are available to them.
This includes academic and vocational routes and learning in schools, colleges, universities and the workplace.
• By the age of 16, every pupil should have had a meaningful encounter with a provider of the full range of learning opportunities.
INSPIRE
What is University? - HEPP
INSPIRE
University options and choices - HEPP
University visit
INSPIRE
University visit - HEPP
Post-16 option talks from local Post-16 providers including colleges, sixth-forms and apprenticeships
REINFORCE
University finances and funding - HEPP
Higher profile of information sent regularly to parents/carers via social media to inform and educate
Personalised and small-group information, advice
and guidance
REINFORCE & PLAN AHEAD
Weekly CEIAG Bulletin
University options and choices - HEPP
Post-16 option talks from local Post-16 providers including colleges, sixth-forms and apprenticeships
Higher profile of information sent regularly to parents/carers via social media to inform and educate
8 Personal guidance • Every pupil should have opportunities for guidance interviews with a Careers Adviser, who could be internal (a member of school staff) or external, provided they are trained to an appro priate level. These should be available whenever significant study or career choices are being made. They should be expected for all pupils but should be timed to meet their individual needs.
• Every pupil should have at least one such interview by the age of 16, and the opportunity for a further interview by the age of 18.
Form tutor support and conversations Form tutor support and conversations SLT Options Interviews
Connexions Career Advisor Interviews with selected students
Interviews with students regarding Post-16 chocies Interviews with all students regarding Post-16 chocies and career progression.
2nd follow-up interviews with seelcted/identified students who need additional support
Students with individual needs will be given additional help and support with Post-16 choices (e.g. home visits)

Helpful Careers and Information Websites

Unifrog – complete destinations platform for whole school careers guidance www.unifrog.org

Sheffield Progress (Search and apply for post-learning) - www.sheffieldprogress.co.uk

General (job profiles, idea generators)

Apprenticeships - www.gov.uk/become-apprentice www.gov.uk/apply-apprenticeship https://amazingapprenticeships.com

Buzz Quiz (Personality type) - https://icould.com/buzz-quiz

Careersbox (Online films and videos) - www.careersbox.co.uk

icould (Information, teaching resources, Buzz Quiz) - https://icould.com

Informed Choices (Subject choice and higher education) - www.informedchoices.ac.uk

National Citizen Service -https://wearencs.com

National Careers Service - https://nationalcareers.service.gov.uk

Careers Library books to support our students www.How2Become.com

Higher education / post-18

A Level Explorer (The Uni Guide) - www.theuniguide.co.uk/a-level-explorer

HeppHUB (Sheffield Hallam University and University of Sheffield) - www.hepp.ac.uk

HeppSY - https://extra.shu.ac.uk/heppsy

Notgoingtouni (Alternatives to full time higher education) - www.notgoingtouni.co.uk

Prospects (Job profiles, graduate labour market, skills quiz - www.prospects.ac.uk

Student Finance - www.gov.uk/student-finance

UCAS (Choosing and applying for higher education) - www.ucas.com

Labour market information (LMI)

Employer Skills Survey - https://www.skillssurvey.co.uk

Fiss (Federation for Industry Sector Skills & Standards) Members’ Directory (Links to all sector skills councils) - https://fisss.org/sector-skills-council-body/directory-of-sscs

Luminate Prospects (Graduate labour market) - https://luminate.prospects.ac.uk

Nomis (LMI data from the Office for National Statistics) - www.nomisweb.co.uk ONS (Office for National Statistics) - www.ons.gov.uk

Shape your Future (Printed guide to the local labour market, download from: www.hepp.ac.uk

Sheffield Chamber of Commerce - www.scci.org.uk

Sheffield City Region - https://sheffieldcityregion.org.uk