Q1. How does your school develop, manage and implement its careers programme?

Why is this important?

Every school should have an embedded programme of careers education and guidance that is known and understood by pupils, parents, teachers and employers. Good career guidance depends on the effective management and co-ordination of:

  • formal and informal curriculum interventions
  • experiential learning
  • the provision of information in a range of formats, and
  • personal career guidance delivered by internal and external providers.

These activities range across the whole school and require strong senior leadership and strategic vision and oversight. Schools delivering good career guidance can evidence a clearly articulated policy and development planning processes, the necessary financial and human resources, communication and commissioning processes, and effective monitoring, review and evaluation activities.

What strategic questions should you ask the senior leadership team about your school’s career guidance programme?

  • Does your school have a vision, strategy or policy for career guidance?
  • Does your school have a named governor who has an overview of careers work?
  • Does your school have a senior leader with overall responsibility for career guidance?
  • Are processes for the monitoring, review and evaluation of career guidance in place, and how are these reported and used?
  • Do staff have the necessary knowledge and skills to deliver the programme?
  • Are there sufficient resources to deliver career guidance?

Case study of good practice

Castleview Enterprise Academy has a very strong commitment to delivering a comprehensive programme of career guidance. All staff contribute to the programme through their roles as teachers and tutors. In addition, the assistant vice-principal oversees several specialist staff who all contribute to young people’s career development including the beyond school coordinator, the Personal, Social and Health Education (PSHE) and careers coordinator, the transition tutor (to college), the SENCO and the gifted and talented coordinator. The school has strong management processes in place, for example there is a comprehensive school Careers Education, Information, Advice and Guidance (CEIAG policy. The senior leadership team produces a development plan based on Ofsted criteria that includes a section on career guidance and there is a detailed development plan associated with the SEF.

To help maintain quality in its career provision, the school has several monitoring, and evaluation processes. Student voice activities and destination data are regularly used and the school is now working towards a quality award for career guidance which is sponsored by the Local Authority ‘Connexions’ service.

Essential resources to help your school achieve this Benchmark

Resources for governors:

Resources for school leaders and teachers:
A national approach to self-assessment against the Gatsby Benchmarks, ‘Compass’, has been produced by the Careers and Enterprise Company.
Organisations which provide resources and guidance on developing school based provision include Teach First: which provides support for developing school leadership and Ambition Schools leadership which provides information on developing school leaders to address the social injustice associated with poverty and low ambitions.

Additional resources to support your school to achieve this Benchmark

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