Careers & Entitlement Statement

CEIAG Entitlement Statement for Students and Their Parents and Carers

PSHE dates for 2020-2021:
Thursday 10th December 2020
Monday 1st February 2021
Friday 26th March 2021
Thursday 15th July 2021

Careers Education, Information, Advice and Guidance
Lordswood Girls School & Sixth form is committed to careers guidance and support, we encourage students to consider future pathways as soon as they start with us in Year 7. Throughout Years 8-13 we are committed to providing opportunities that link to the 8 Gatsby Benchmarks and help guide students to the future or career of their choice.

Students
All students will:

Take part in a careers programme through the PSHEE and tutorial programmes in years 7-13 that helps them to:

  • Understand their education, training, employment and other progression opportunities
  • Develop the skills they need to plan and manage their own personal development and career progression
  • Access relevant information and learning from taster activities and experience of work (year 12)
  • Provide feedback and ideas on how to improve the careers programme.
  • Have access to, and support with using careers information that is both timely and easily accessible, including information from other providers, the internet, the library and sixth form Hub which is unbiased and up to date.

Obtain careers guidance that is:

  • Impartial
  • Confidential
  • Focused on their individual needs and is fit for purpose
  • Supportive of equal opportunities
  • Provided by people with relevant training and expertise

Students are able to arrange a personal interview with the school’s independent careers advisor, Mrs Perry, through the Learning & Resource Centre Manager in the library.

The Gatsby Benchmarks
There are eight recognised Gatsby benchmarks that our careers provision aims to meet.

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.

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.

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.

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.

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.

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.

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.

Personal guidance – Every pupil should have opportunities for guidance interviews with a career’s 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.

In every year at Lordswood Girls School, all students will:
1) Have careers integrated in lessons (Gatsby Benchmark 4)

2) Have at least 2 careers based PSHE sessions

3) Have at least 1 careers assembly (Gatsby Benchmark 5, 6, 7)

4) Have at least one careers focus in the review tutor programme

5) Have weekly email bulletins with the latest opportunities available to them locally and nationally (Gatsby Benchmark 2)

Parents
All parents and carers can expect to:

  • Be able to make an appointment with a member of staff or specialist adviser to discuss their child’s progress and future prospects or arrange a careers interview for their child by contacting Mrs C Yorke, CEIAG & Work Related Learning, PSHE and KS5 Psychology Co-ordinator:  c.yorke@lordswoodtrust.co.uk
  • Have access to review tutors, subjects teachers, careers partners and specialist advisers at the Options evening in Year 9, Sixth Form open days and parents’ evenings.
  • Receive CEIAG information via parent bulletins and handouts at parents’ evenings.
Year GroupBy the end of this academic year (through the PSHE programme, citizenship, the review tutor programme and assemblies) students will have:Gatsby Benchmark Reference
7-Had the opportunity to reflect on their personal qualities and the way they relate to their peers
-Begun to identify their strengths and how they can make the best use of them
-Started to find out about different career areas and qualification routes that might interest them in the future
-Had the opportunity to use the UNIFROG platform to research post-16 choices
1, 3, 4, 8
8-Developed an ability to identify and target areas which they need to improve
-Reflected on their strengths and interests and various career pathways to think about choosing GCSE options.
-Received additional support from school to enable them to their identify strengths and weaknesses e.g. through review meetings.
-Had the opportunity to use the UNIFROG platform to research post-16 choices
1, 3, 4, 8
9-Continued with their exploration of careers and developed further their skills in identifying and targeting areas for improvement by taking part in careers sessions delivered through PSHEE. Sessions will focus on developing transferable skills; choosing a career; recognising what is important to them in a career and rights and responsibilities at work.
-Had optional access to impartial information, advice and guidance from the school’s independent careers advisor and information from post-14 providers.
-Had the opportunity to use the UNIFROG platform to research post-16 choices
1, 2, 3, 4, 8
10-Had optional access to impartial information, advice and guidance from the school’s independent careers advisor.
-Been given the opportunity to recognise the skills they need to plan and manage their own personal development and career progression
-Had the opportunity to use the UNIFROG platform to research post-16 & 18 choices
1, 3, 4, 8
11-Been able to attend a session with the independent careers adviser and produce an action plan in order to help them make decisions about post-16 options.
-Produced a CV and cover letter, if applicable, that focuses on their skills and qualities.
-Been made aware of all the Post-16 Choices available to them, through presentations in assembly, the year 11 curriculum evening and taster sessions in their potential Sixth Form subject choices.
-Had an individual interview with a member of the Sixth Form Team to discuss their choices of post-16 subjects and courses.
-Had the opportunity to attend sixth form taster sessions during the spring term.
-Had the opportunity to use the UNIFROG platform to research post-18 choices
1, 2, 3, 4, 7, 8
Post 16-Been assigned a ‘Career Mentor’ who will assist in all aspects of IAG and with applications
-Arranged a minimum of three days work experience in a company of their choice, with support from family, friends and the school.
-Attended a series of post-18 activities with sessions on higher education, gap years, student finance, apprenticeships, and school leaver pathways information.
-Been guided through the UCAS application process and made an application through UCAS, if they intend to go to university.
-Had the opportunity to attend individual university and college open days.
-Had access to impartial information, advice and guidance from the school’s independent careers advisor for support with university and college applications, both in the UK or abroad, and alternative options such as seeking employment, voluntary work, taking a gap year or following the apprenticeship route.
-Been invited to visit a training provider for more information on the apprenticeship route.
-Have had the opportunity to take part in activity days, such as the Skills Show at the NEC, during year 12.
-Had the opportunity to take part in the Sighted Village Conference as a Sighted Guide for the Queen Alexandra College at the end of year 12.
-Had the opportunity to use the UNIFROG platform to research post-18 choices
1, 2, 3, 4, 5, 6, 7, 8

In addition, all students will have the opportunity to talk to and hear directly from providers of post-16 and post-18 options, including technical educational qualifications and apprenticeships.  This complies with the school’s legal obligations under Section 42B of the Education Act 1997.

Student Entitlement
Students in Years 8-13 are entitled:

  • To find out about technical education qualifications and apprenticeships opportunities, as part of a careers programme which provides information on the full range of education and training options available at each transition point.
  • To hear from a range of local providers about the opportunities they offer, including technical education and apprenticeships – through options evenings, assemblies and group discussions and taster events.
  • To understand how to make applications for the full range of academic and technical courses.

Management of Provider Access Requests
Procedure
A provider wishing to request access should contact Mrs C Yorke, CEIAG & Work Related Learning, PSHE and KS5 Psychology Co-ordinator:  c.yorke@lordswoodtrust.co.uk

Opportunities for access
A number of events, integrated into the school careers programme, will offer providers an opportunity to come into school to speak to students and/or their parents.

Review Tutors of students in years 9, 11, 12 and 13 will also ensure that students receive notification of open days at 14-19 institutions, sixth form and FE colleges, universities.  In addition, the independent careers advisor, Mrs A Perry (a.perry@lordswoodtrust.co.uk) will also share information about open days and courses offered by other providers in interviews with students.

Impact of Careers Programme
In 2019 56% of Lordswood Sixth Form students went on to study at university with 22% going on a gap year.

How We Measure the Impact of Our Careers Programme
We keep accurate records of the destinations of all our Year 11, 12 and 13 leavers and work to ensure that we have no NEET students.

We also evaluate the activities we provide to inform the impact of the provision and use this to further improve the careers programme at the school. The Gatsby Benchmark evaluation tool is used, and continually updated, to measure progress and impact.

Our careers programme at Lordswood Girls’ School is reviewed on an annual basis and the next review will take place in July 2020.

Premises and Facilities
The school will make classrooms or a suitable meeting room available for discussions between providers and students, as appropriate to the activity. The school will also make available AV and other specialist equipment to support provider presentations. This will all be discussed and agreed in advance of the visit with the Work Related Learning Co-ordinator or Assistant Headteacher with responsibility for curriculum.

Providers are welcome to leave a copy of their prospectus or other relevant course literature with the Learning & Resource Centre Manager. The Resource Centre is available to all students at lunch and break times and after school.

https://www.ratemyapprenticeship.co.uk

We are excited to receive our careers guidance information from How2Become.

Amra Jakupovic – Enterprise Advisor

My name is Amra Jakupovic and I am an Assistant Project Manager working at HS2 Ltd. I am delighted to be undertaking the role of Enterprise Advisor at Lordswood Girls School, and more specifically, working with young people to encourage them to consider apprenticeships as an alternative to university.

I joined my organisation as a Project Management Apprentice in 2017 after achieving A*, B, B at A-Level, and it was the best decision I made. I consider the experience, knowledge and skills that I have gained over the past three years at HS2 Ltd as invaluable, which is reflected in the immense progress that I have made in my career so far.

Apprenticeships are often considered a second choice to university and I am passionate in challenging peoples views on this. The opportunities now available through apprenticeships are extraordinary, with nearly every single major company offering an apprenticeship. You can gain a qualification and even a degree in many fields, all whilst being paid for it and walk away with no debt!

I’m excited to share my story and further insights on apprenticeships over the next 12 months.