Careers Education Independent Advice and Guidance (CEIAG)
At the Iffley Academy CEIAG is viewed as an essential part of whole school curriculum offer and not just for school leavers. It plays an important part in motivating our students to maximise achievement while at school, and to develop independence skills and skills for life.
We aim to ensure high quality vocational and careers education for young people with special educational needs, to be delivered in a meaningful and appropriate way for their needs and circumstances. This involves providing a balance between different elements of their learning, such as class-based, work experience or enterprise activities.
Through a range of experiences, our students view careers as being something for everyone; challenging stereotypes and understanding work in its broadest context: full time, part time, supported, voluntary, etc.
This year we will be further adopting The Gatsby Benchmarks, which signpost eight benchmarks of good careers guidance, developed by the Gatsby Charitable Foundation.
Please see http://www.gatsby.org.uk/education/focus-areas/good-career-guidance for further information.
The 8 Gatsby Benchmarks include:
- A stable careers programme
- Learning from Career and labour market information
- Addressing the needs of each pupil
- Linking curriculum learning to careers
- Encounters with employers and employees
- Experiences of workplaces
- Encounters with further and higher education
- Personal Guidance
Rapid changes in the world of work both now and in the future make it essential for our learners to take an active role in their career education from an earlier stage. Using the Education, Health and Care Plan (EHCP) of each student we establish both parent/carer and student career aspirations to:
- develop a long term outcome
- gain a better understanding of themselves and the world of work
- make further developments in their employability skills
- have plans to manage change and transition to the next stage
Our careers programme starts at the point of entry for all our students.
Careers education and Work Related Learning in Tate Modern and Louvre galleries
These students in years 7 – 10 will be supported to consider their own personal development to help them to prepare for the world of work. We focus on developing transferable career skills beyond the classroom:
- communication and interpersonal skills
- problem-solving skills, using initiative
- being self-motivated (goal setting, monitoring, persisting)
- organisational skills, including reliability
- team working and cooperative skills
- the ability to learn and adapt
- the ability to value diversity and difference
- the confidence to learn and take risks
Further examples of careers and work related experiences include:
- EHCP meetings: working together with students and families to identify aspirations and goals for the future
- Experience of careers-related assemblies
- World of Work schemes of work
- Off-site visits and enrichment days where students are encouraged to ‘have a go’ and take risks, knowing that their ideas will be respected and efforts valued
- Social communication lessons
- Independent living skills sessions, including opportunities for travel, making healthy meals, shopping, etc.
- Enterprise challenge opportunities
Careers education and Work Related Learning in Guggenheim Gallery
These students in years 9 – 11 require:
a) highly individualised programmes personalised to learning goals (EHCP)
b) additional support in forming appropriate friendship
c) regular opportunities for the acquisition of independence and life skills (include out of school learning)
Students are encouraged to think about the type of work area they are interested in pursuing, in addition to working towards a range of Work Related Learning and Skills for Life accreditation.
From year 11 onwards, students will also begin to prepare their own personal C.V. to take with them into the 6th form or next education or training placement.
Currently Guggenheim students study ASDAN’s Personal and Social Development programme which offers two career-related modules: ‘The World of Work’ and ‘Managing Money’. In addition, students have access to a range of BTEC vocational and academic subjects with practical tasks linked to real life scenarios, including a work situation. This helps the students to relate their academic work to a future career.
This year Guggenheim students will have greater opportunities to access work experience placements in line with the Gatsby Benchmark, ‘Experiences of Workplaces’. Students who are ready for a work experience opportunity, will take part in a week-long placement, giving the learners a deeper insight into the world of work.
For further information please see Guggenheim’s home page: http://iffleyacademy.co.uk/curriculum-and-accreditation/teaching-learning/guggenheim
Careers education and Work Related Learning in Museum of Contemporary Arts (MCA) Gallery
These students are based in the 6th Form at The Iffley Academy and follow individual timetables linked to their learning needs and aspirations.
Work experience is an important part of the 6th form provision as it provides students with real life opportunities within the world of work. BTEC pathway students have the opportunity to complete their work experience on a Friday and are based on student interest and ability. The NOCN and ASDAN pathway students access work experience through their NOCN Employability Skills course, which is completed on a Friday. Students can also choose to complete a BTEC Workskills qualification, gaining Entry Level 3 or Level 1 accreditation.
A highlight of careers education in the 6th form is the Job Interview Day, where local businesses are invited in to conduct interviews with each student. This offers the students an opportunity to prepare for and take part in, a real life workplace scenario.
We have links with OXLEP (Oxfordshire Learning and Employment Partnership), which helps to organise our ‘human library’ where a number of professionals visit the school. Students have the opportunity to ask enquiring questions about their work. This helps the students understand the diverse career opportunities and enables them to find out about all aspects of a particular.
Students also take part in various enterprise activities that support the following career skills:
- Organising thinking
- Meeting deadlines
- Managing a budget
- Team working and cooperative skills
- Presentational skills
- Undertaking a range of different roles and responsibilities
For further information please see MCA’s home page:
Independent Advice and Guidance
To ensure that students receive independent and impartial advice beyond that offered by school, a range of supplementary activities is offered including:
- Employer visits to the school
- Visits to careers fairs/days
- Curriculum industry links
- Research into online information about careers education
- Sharing of information from Local authority and other external sources
- Vocation-themed assemblies
- Visits from colleges, training organisations and other providers
- Individual support from careers advisor as needed
This information will be reviewed annually in Term 1 of each academic year.
This will support how we work with the current cohort of pupils accessing careers-based learning and tailor the provision to meet their needs.
How we measure the impact of our careers provision:
The students are the greatest source of how well our careers provision is working towards its intended outcomes. Students offer feedback in the following ways:
- Verbal feedback on a work placement or careers related lesson.
- Questionnaires after a careers related activity.
- Pupil Seesaw comment on how well a work placement/ experience is going and what they are gaining from it.
- Involvement in decisions and choices around employer visits on-site and offsite making use of what they are learning from careers input they are getting.
- Previous ‘alumni’ reflecting on how the opportunities and learning has supported them in their post 16 placement – email, phone calls, visits.
Adult feedback can come from a school adult who may have supported the pupil as well as adults involved in an experience that the pupil has engaged with:
- Adult comments on Seesaw (both parents and teachers)
- Email feedback from external providers
- Parent/ employer questionnaires
- Teacher feedback
Recording individual progress
We record pupil progress in careers in a range of different ways which supports the range of different ways that each pupil makes progress in this area:
- Regular Seesaw updates
- TOP’s Targets
- EHCP reviews
- Curriculum progress and assessment – PSD, ASDAN accreditation
Compass tool progress towards Gatsby Benchmarks
Termly we complete the Compass Tool to show our progress towards the eight Gatsby Benchmarks. This process is completed termly alongside our Enterprise Advisor.
Our Careers Education is reviewed annually with the most recent review taking place in October 2019. This review was conducted by our Careers Leader in conjunction with external advisors looking specifically at the progress towards the gatsby benchmark.
The Iffley Academy’s Careers Leader is Debbie Nicholas, Assistant Head Teacher. She can be contacted on 01865 747606 or by email: firstname.lastname@example.org
The Iffley Academy Provider Access Policy and annual calendar of events: http://iffleyacademy.co.uk/key-information/policies/
The Iffley Academy Careers Education Independent Advice and Guidance (CEIAG) policy
Useful Career Websites
External Resources / Links
We recently received this wonderful letter from a former pupil to our school who wanted to say thank you and update us on his transition to college.
Dear Mr Procter- Legg,
Thank you for giving me the opportunity to join Iffley Academy. It was a good school and a place I will remember for the rest of my life. I have made some good memories there, for example when I went to Amsterdam, voice in a million and work experience. I have also made some good friends there that I shall try and keep them for the rest of my life.
This June I got confirmed to join Abingdon and Witney collage and do the fast forward’s course. I think this is a good opportunity for me to move on and go into the more adult environment and build up skills to get a part time job. I have already started collage and I’ve liked it so far. I shall miss Iffley Academy and I hope I can visit it in a few years to see the new school. I would also like to thank the teachers who have helped me and have worked with me when I was at Iffley. It’s a shame I couldn’t say goodbye properly because of coronavirus, that’s why I wrote this letter to say a final goodbye.
So goodbye and hopefully we will see each other if I visit Iffley Academy soon.