Careers
Introduction to Careers Education, Information Advice and Guidance at Spalding High School
Careers Leader: Mrs D Bushell – [email protected]
Careers Curriculum Intent
Welcome to Careers Education at Spalding High School. We have a progressive programme which builds on prior activities, experiences and feedback.
Our programme is structured around key milestones in a student’s journey through education, in preparation for their best next steps and the world of work. This is achieved through the development of career management skills which are honed over the course of a student’s careers guidance programme. Our programme is planned and sequenced to prepare students for academic, technical or vocational ambitions.
It is important to give students the confidence to have ambitious aspirations for their future and to make the most of the multiple opportunities that exist both in and outside of school.
We also aim to provide timely, relevant and structured information to parents/carers to enable them to support their child.
Here is our vision for our students:
The careers programme aims to prepare and empower young people for the opportunities, responsibilities and experiences of life, so that they can make and implement informed and realistic decisions about their future progression routes and career paths. Our pupils develop self-awareness and the confidence to aim high for the best possible outcomes for themselves and other stakeholders, including the school, businesses and employers, their communities and ultimately the economy.
Careers Curriculum Implementation
The Gatsby Benchmarks provide the framework around which our careers education programme is structured:
Benchmark 1 - A stable careers programme
Every school should have an embedded programme of careers education and guidance that is known and understood by pupils, parents and carers, staff, governors, employers and other agencies.
Benchmark 2 - Learning from career and labour market information
All pupils, parents and carers, teachers and staff who support pupils should have access to good quality, up-to-date information about future pathways, study options and labour market opportunities. Young people with special educational needs and disabilities (SEND) and their parents and carers may require different or additional information. All pupils will need the support of an informed adviser to make the best use of available information.
Benchmark 3 - Addressing the needs of each pupil
Pupils have different career guidance needs at different stages. Careers programmes should help pupils navigate their concerns about any barriers to career progression. In addition, opportunities should be tailored to the needs of each pupil, including any additional needs of vulnerable and disadvantaged people, young people with SEND and those who are absent.
Benchmark 4 - Linking curriculum learning to careers
As part of the school’s programme of careers education, all teachers should link curriculum learning with careers. Subject teachers should highlight the progression routes for their subject and the relevance of the knowledge and skills developed in their subject for a wide range of career pathways.
Benchmark 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 opportunities including visiting speakers, mentoring and enterprise schemes, and could include pupils’ own part-time employment where it exists.
Benchmark 6 - Experiences of workplaces
Every learner should have first-hand experiences of workplaces to help their exploration of career opportunities and to expand their networks.
Benchmark 7 - Encounters with further and higher education
All pupils should understand the full range of learning opportunities that are available to them, including academic, technical and vocational routes. This should incorporate learning in schools, colleges, independent training providers (ITPs), universities and in the workplace.
Benchmark 8 - Personal guidance
Every pupil should have opportunities for guidance meetings with a careers adviser, who could be internal (a member of school staff) or external, provided they are trained to an appropriate level. These meetings should be available for all pupils whenever significant study or career choices are being made. They should be expected for all pupils but should be scheduled to meet their individual needs. The careers leader should work closely the careers adviser, SEND co-ordinator and other key staff to ensure personal guidance is effective and embedded in the careers programme.
Note: The term ‘career guidance’ is used to describe the full range of interventions that support young people to make choices and develop their careers. The term ‘personal guidance’ is used to describe the one-to-one support offered by a Careers Adviser.
We buy in the services of a Careers Adviser through Complete Careers.
Our Careers Programme Overview:
|
Milestones and Learning Outcomes |
Key Events and Experiences |
|
|
|
|
|
|
Year 12 - Researching and managing next steps for after sixth form study whilst building on skills and achievements to develop an impressive personal profile.
|
|
|
|
Year 11 - Preparing to move on to next steps in education, training or work. Researching and visiting providers.
|
|
|
|
Year 10 - Exploring careers and vocational, academic and occupational pathways in greater depth.
|
|
|
|
Year 9 - Focus on choices for the future, including the GCSE options process and introduction to work experience. CV writing is part of the process of understanding how to use personal skills and achievements for applications.
|
|
|
|
Year 8 - Further reflection of work on skills and a focus on gaining experience to broaden options relating to future pathways.
|
|
|
|
Year 7 - Introduction to the world of work and reflecting on soft skills and how they might link to future career decisions.
|
|
We are supported and guided by our local Careers Hub and our Enterprise Co-ordinator, Donna Garrard. We are also fortunate to benefit from the support of two local Enterprise Advisers – Fran McNally, Production Manager at Worldwide Fruit and Paul Tomlinson, Managing Director at Destination Produce.
Additionally, Ms Amanda Bailey is our Link Governor and offers her advice and guidance.
Careers Curriculum Impact:
All students at 16 and 18 move on to their chosen progression route, having taken on board the advice and guidance offered during their time in school from a range of people and sources of information. In their chosen progression route, students are well-prepared and equipped with the transferable skills required to succeed. Destinations data and a growing alumni group indicate a very positive picture.
We complete a termly Compass Audit with our Enterprise Co-ordinator to assess our progress in meeting the eight Gatsby Benchmarks.
We seek feedback from all stakeholders after key events/transitions for inform future planning.
Unifrog enables us to see which students are engaging in careers activities and which skills they are developing. We also seek regular feedback from students to enable us to offer tailored support such as follow-up one-to-one guidance where required.
Date of next review: June 2026