Vice Principal - Mr J Jukes
Telephone 01304 201551 Ext 203
Schools have a statutory duty to provide Careers Education, Information, Advice and Guidance to Years 7-13. (Careers Guidance and Inspiration in Schools, 2015) At St Edmund’s Catholic School, this is an objective that we take very seriously and believe that by doing so, it will assist the school in meeting the objectives of the Rapid Improvement Plan and more importantly ensure that our students are given the tools to make a successful transition to their chosen pathway. The detail of this report has been written with reference to the Government guidance on careers education in school, alongside Ofsted requirements for CEIAG. The report has been written in consultation with the Career Advisor provided by the Kent EBP.
Aims and Objectives
St Edmund’s Catholic School Catholic School is fully committed to promoting CEIAG from the top down across the school. We believe that strong CEIAG is crucial to a young person developing their employability skills and resilience needed to cope in modern society that will ultimately have a positive impact on educational attainment. We have a part-time member of staff who is qualified to Level 6 in Careers Guidance to provide outstanding and impartial guidance to our students. We also seek out additional time from external organisations to provide independent guidance to targeted students.
The programme will encapsulate all students from the gifted & talented to students with special educational needs alongside ensuring that students in alternative provision are supported. There will be particular emphasis placed on the impartiality of the guidance and focus on each student’s individual needs. We aim to give students the opportunity to engage with industries and educational establishments alongside local labour market information, which will subsequently allow them to make informed choices about their future career paths. We aim to meet requirements on destinations figures and use this data in an analytical manner to improve delivery of the programme.
Delivery of CEIAG
There is a structured arrangement within the school to deliver CEIAG:
- Director of Student Development with responsibility for CEIAG and Transition for all Key Stages. Currently this post is held by Mr J Jukes who can be contacted at firstname.lastname@example.org or on 01304 201551
- Careers Advisor with responsibility of delivery of CEIAG.
- PSHE co-ordinator with responsibility for the PSHE programme which includes the delivery of CEIAG.
- Head of Houses who support tutors in CEIAG related activities and student progression to relevant year groups.
We believe that students should be entitled to a comprehensive programme of CEIAG across each year group. This entitlement will be reviewed on an annual basis. Staff will be privy to the student entitlement through the school’s internal communication. It will be available to all students and parents through the school website.
An annual budget will be agreed by senior leadership team and will be the responsibility of the DOSD in charge of CEIAG and Career Advisor. It will make allowances for students to receive a programme of aspirational trips and activities that will meet the student entitlement.
We work with a number of different organisations to support our students to ensure they receive outstanding independent and impartial IAG alongside maintaining staff are well resourced on current issues and developments. These include:
- Kent Education Business Partnership.
- Kent County Council
- Dover Counselling Centre
- Port of Dover
- National Citizens Service
In addition, we aim to strengthen our links with local employers and educational providers. This includes ensuring that our students are able to access outstanding educational opportunities.
Evaluation of Provision
The CEIAG policy will be reviewed on an annual basis by the SLT with input from key staff and students. We value the input of our staff and more importantly, students, parents and they will be asked for the input of how to improve the CEIAG provision.
The date of our next review is July 2021
Annual Compass Results
St Edmund’s Catholic Sch
1. A stable careers programme
Every school and college should have an embedded programme of career education and guidance that is known and understood by pupils, parents, teachers and employers.
2. Learning from career and labour market information
Every pupil, and their parents, should have access to good-quality information about future study options and labour market opportunities. They will need the support of an informed adviser to make best use of available information.
3. Addressing the needs of each pupil
Pupils have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each pupil. A school’s careers programme should embed equality and diversity considerations throughout.
4. Linking curriculum learning to careers
All teachers should link curriculum learning with careers. For example, STEM subject teachers should highlight the relevance of STEM subjects for a wide range of future career paths.
5. Encounters with employers and employees
Every pupil should have multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace. This can be through a range of enrichment activities including visiting speakers, mentoring and enterprise schemes.
6. Experiences of workplaces
Every pupil should have first-hand experiences of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities, and expand their networks.
7. Encounters with further and higher education
All pupils should understand the full range of learning opportunities that are available to them. This includes both academic and vocational routes and learning in schools, colleges, universities and in the workplace.
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 appropriate 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.