Careers Education

Careers guidance is extremely important for young people in today’s complex world of opportunities. At Walton Hall, our mission is for all students to achieve their personal best and aspire to achieve their desired career choices in order to contribute to society and lead happy and fulfilling lives.  

In careers education, this translates as every student making the right choices for their future.  We support students in making well-informed decisions by providing access to differentiated, impartial and independent information and guidance about the range of options (including academic, vocational, apprenticeships) that are most likely to help them to achieve their ambitions.  By helping students with decisions at crucial stages, informing them of all their options and introducing them to the world of work, we aim to prepare them for adulthood and employment whichever pathway they choose.

Aims of Careers Education, Information, Advice and Guidance (CEIAG) at Walton Hall Academy:

  • to raise students’ aspirations and to broaden their horizons
  • to inspire and to empower students to make informed realistic decisions at key transition points in learning and work
  • to provide good quality independent and impartial careers advice to students which inspires them and motivates them to fulfil their potential
  • to provide advice and guidance which is in the best interests of the student
  • to provide opportunities to work in partnership with employers, training providers, local colleges and others to provide opportunities to inspire students through real-life contact with the world of work
  • to develop enterprise and employability skills including skills for self-employment
  • to support inclusion, challenge stereotyping and promote equality of opportunity.

The Academy Careers Plan sets out how the Academy provides a fit for purpose careers programme which provides our students with the knowledge and inspiration to succeed in their chosen career paths.  The Academy Careers Plan is based on the CDI Framework for Careers, Enterprise and Employability (2018) and the DfE document "Careers Guidance and Inspiration in Schools" (January 2018). 

Walton Hall Academy Careers Plan 2018-2019

The Academy has a statutory duty to secure independent careers guidance for all year 8 to 11 students (The Education Act 2011 / Careers guidance and access for education and training providers Jan 2018).

Our aim at Walton Hall Academy is to support students in making well-informed decisions by providing access to differentiated, impartial and independent information and guidance about the range of options (including academic, vocational, apprenticeships) that are most likely to help them to achieve their ambitions.  We do this through a programme of work related learning that is embedded within our PHSE curriculum and through regular opportunities for advice and guidance.

Careers education does not just mean informing students about their options for when leaving year 11 or Post 16 but also how their school career will affect their futures. It is our statutory duty to ensure that all students receive independent, impartial advice and guidance regarding all options within school, how these choices will affect their options after school and which careers pathways will become available to them.

Students need help to make choices and manage transitions: to do this effectively they need good quality careers education, information, advice and guidance. The Academy Careers Plan sets out how Walton Hall Academy provides a fit for purpose careers programme which will provide our students with the knowledge, inspiration and ability to take ownership of their own career action plans which will enable them to succeed in their chosen career paths.

The Academy provides in-school guidance and independent advice to ensure our students receive the impartial information that they need.

We will help our students develop high aspirations and consider a broad and ambitious range of careers through real-life contacts with the world of work.

The Academy’s careers provision is based on the CDI Framework for Careers, Employability and Enterprise Education 7-19 (2018). A  Careers Programme is in place indicating the importance of employability, careers & enterprise education as part of overall Academy policy. The careers programme is linked to the Academy Development Plan and there is a clear vision for employability and enterprise education including the establishment of employment and enterprise within the school site.

The school Careers Plan is based on the DfE document Careers guidance and access for education and training providers (Jan 2018) and the Gatsby Benchmarks.

Walton Hall Academy Career Plan - Aims

Our Careers Education, Information, Advice and Guidance (CEIAG) will:

  • provide good quality independent and impartial careers advice to students which inspires them and motivates them to fulfil their potential
  • provide advice and guidance which is in the best interests of the student
  • contribute to raising achievement; encouraging students to develop high aspirations and consider a broad and ambitious range of careers
  • provide opportunities to work in partnership with employers, training providers, local colleges and others to provide opportunities to inspire students through real-life contact with the world of work
  • develop enterprise and employability skills including skills for self-employment
  • support inclusion, challenge stereotyping and promote equality of opportunity
  • encourage students to see career development as a life-long process
  • support students at key transition points

CEIAG has four elements:

  1. Careers Education: Planned programmes in the curriculum giving students knowledge and skills to help them to plan / manage their own career.
  2. Career Information: Including options, skills, occupations, labour market information (LMI), pathways and progression routes.
  3. Careers Advice and Guidance: Independent and impartial careers advice and guidance provided by a range of organisations and school visitors.
  4. Work Related Learning: Experiences within and outside the curriculum to help students learn about economic well-being, careers and enterprise.

The CEIAG Team Roles and Responsibilities

Amanda Cameron Principal - Careers Leader

  • Strategic leadership of CEIAG across the Academy
  • Provision of a planned CEIAG programme / development of annual careers plan
  • Monitor schemes of work for careers education
  • Monitor CEIAG provision and take up of careers guidance
  • Analysis and tracking of destination dataSecure student access to personal careers guidance
  • Promote careers across the curriculum; liaise with PSHE lead  to plan careers education
  • Brief and support staff involved with delivery of CEAIG
  • Review and evaluate CEIAG (Quality assure CEIAG)
  • Report to SLT and Academy Councillors on CEIAG
  • Liaise with staff team to facilitate Preparation for Adult Life Evening

Amy Dalziel Post 16 teacher

  • Work Experience co-ordinator – oversee work placements and supported internships
  • Assist staff team with preparation of “World of work week”
  • Establish, maintain and develop relationships with employers, FE, training and apprenticeship providers
  • Facilitate encounters with employers, independent advisors, education and training providers

Karen Walker:  Key Stage 3 Teacher

  • Teacher in charge of PHSE
  • Co-ordinate careers education within the curriculum Key Stages 3-5
  • Monitor planning and development of PHSE Curriculum

Katie Hill: Teaching Assistant

  • Assist arrangement of work experience placements for students
  • Complete risk assessments for work placements

Mitchell Gosling: Academy Councillor

  • CEIAG Governor
  • Monitor provision of CEIAG
  • Termly review of CEIAG

Subject teachers

  • Integrate careers into the curriculum
  • Ensure quality, unbiased resources are available on all pathways
  • Ensure  resources  meet the needs of each student
  • Support the development of employability skills
  • Promote progression routes within their curriculum area
  • Develop external links to support CEIAG within curriculum areas
  • Feedback specific student needs (or opportunities) to the CEIAG team
  • Signpost students to appropriate CEIAG advice and information

Additional staff responsibilities:

Dawn Wall: designated teacher LAC

  • Provide support to LAC students to help them generate their individual careers action plans
  • Review LAC student career action plans with their carers to ensure they are engaged and supportive of the plans
  • Generate individual career action plans as part of the Education Health and Care plan / PEP

Schools PA: Administrator

  • Support arrangement of Preparation for Adult Life Evening

The Academy careers plan supports the achievement of the eight Gatsby benchmarks:

Benchmark 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 Students, parents, teachers, governors and employers.

Benchmark 2: Learning from Career and Labour Market Information

Every Student 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 the best use of available information.

Benchmark 3: Addressing the Needs of Each Student

Students have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each student. A school’s careers programme should embed equality and diversity considerations throughout

Benchmark 4: Linking Curriculum Learning to Careers

All teachers should link curriculum learning with careers. STEM subject teachers should highlight the relevance of STEM subjects for a wide range of careers paths.

Benchmark 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. This can be through a range of enrichment activities including visiting speakers, mentoring and enterprise schemes.

Benchmark 6: Experiences of Workplaces

Every Student should have first-hand experience of the workplace through work visits, work shadowing, and/or work experience to help their exploration of career opportunities, and expand their networks.

Benchmark 7: Encounters with Further and Higher Education

All Students 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.

Benchmark 8: Personal Guidance

Every Student 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 Students but should be timed to meet their individual needs.

Walton Hall Academy Careers Programme

The Academy is committed to providing a planned CEIAG programme with clear outcomes for all students:

The careers programme is based around three areas:

1.      Self-Development

Developing through careers, employability and enterprise education. Students understand themselves and influences on them.

2.      Careers Exploration

Learning about careers and the world of work. Students investigate opportunities in learning and work.

3.      Career Management

Developing your career management and employability skills. Students make and adjust     plans to manage change and transition.

Walton Hall Careers Programme

Year 7

  • By beginning careers education early students can make better informed decisions at transition stages and are more motivated in school in order to follow a particular pathway.
  • Students are encouraged to identify personal traits, strengths and skills and develop confidence and have high expectations of themselves.
  • Students are introduced to careers resources and informed how to use them.

Year 8

  • Students build on personal strengths and begin to link skills to specific careers enabling realistic and informed decisions at transition stages.
  • Students are introduced to the world of work and how it is constantly changing.
  • Students are introduced to careers websites.
  • Students are encouraged to think about what they might like to achieve after school.
  • They are encouraged to use careers resources available and informed where to find out more about specific courses/careers.

Year 9

  • Students are encouraged to reassess personal strengths
  • Students are encouraged to investigate different jobs and careers and what they mean in terms of lifestyle, budgeting and a good work/life balance and develop economic awareness.
  • Students are encouraged to challenge stereotypes within the world of work and traditional job roles.
  • Students start to develop vocational pathways studying 1 BTEC option where appropriate
  • Students are encouraged to use careers resources available and informed where to find out more about specific courses/careers.
  • Students have opportunities to engage with a range of local business, FE and training providers.

Year 10

  • Students explore transition pathways.
  • Students have a wide range of opportunities to engage with a range of local business, FE, HE and training providers.
  • Students complete BTEC work skills and PSD units learning about career pathways, online appearance, workplace behaviour / expectations, preparing a CV, preparing for interview.
  • Economic awareness is developed further and students are encouraged to think about employability, which careers appeal to them and to identify and set themselves realistic future goals.

Year 11

Students are supported with Post 16 choices and encouraged to consider all their options including further study and apprenticeships.

  • All students have an EHCP transition review where careers guidance and advice is provided.
  • Students are encouraged to use careers resources available and informed where to find out more about specific courses/careers.
  • Students are encouraged to think about the kind of behaviour potential employers look for.
  • Students are encouraged to attend careers talks, fairs, college open days and taster days with employers.
  • Students are assisted further with CV writing and encouraged to have a completed a CV, cover letter and record of achievement.
  • Students are kept up to date with Post 16 deadlines, open evenings and appropriate internal and external careers events.
  • Students take part in the “world of work week”
  • Students complete 1 week of work experience.

Post 16

  • Students complete further BTEC units covering work skills.
  • Students complete independent travel training to further their independence.
  • Students complete 1 week of work experience.
  • In Post 16 some students complete extended work experience programmes.
  • In their final year, some students may complete a supported internship if available
  • Students run a range of enterprise projects including weekly café.
  • Students are supported with choices beyond Post 16 and encouraged to consider all their options including further study and apprenticeships.
  • All students have an EHCP annual review and transition review in year 14 where careers advice and guidance is provided.
  • Students participate in ”World of Work Week” and mock interviews with local employers via the Rotary Club
  • Students are encouraged to use careers resources available and informed where to find out more about specific courses/careers.
  • Students are encouraged to think about the kind of behaviour potential employers look for.
  • Students are encouraged to attend careers talks, fairs, college open days and taster days with employers.
  • Students are assisted further with CV writing and will have a completed a CV, cover letter and record of achievement. 
  • Students are kept up to date with post 16 deadlines, open evenings and appropriate internal and external careers events.

Downloads:

Gatsby Benchmarks
Careers policy
Careers and work skills curriculum