At Ormiston NEW Academy we aim to prepare our students for the opportunities, responsibilities and experiences of life. Careers education and guidance is an essential part of this process, so we ensure that students have access to a programme of careers education and guidance, as well as face-to-face guidance from an independent, professionally-qualified careers adviser.
From Year 7 and through to Year 13, students will participate in our Careers Education programme, that is primarily delivered within their tutor sessions supported by information and activities students will participate in through our Careers Education programme, that is primarily delivered by their Tutor and supported by information and activities in their subject areas and also by whole year group or academy events. Throughout their time at Ormiston NEW Academy students will have the opportunity to visit universities and different types of workplaces as well as receiving talks about different types of careers and their pathways such as apprenticeships or university.
Students have the opportunity to meet with a careers adviser if they are in particular need of support. At this time, they can talk about their ideas for the future, explore the range of options after they have finished their GCSE’s and Level 3 courses and plan the steps to achieve their end goal. Students can expect advice and guidance that is personalised, comprehensive and impartial.
We aim to enable our students to raise their aspirations and make informed choices about their future learning and career pathways.
These careers learning outcomes are taken from the CDI Framework 2018 (Careers Development Institute) and are regarded as best practice for schools to achieve. They also take into account the Gatsby Benchmarks.
The programme below is constantly being updated and adapted in light of any opportunities for activities that arise and after evaluation once any activity has occurred.
THE GATSBY BENCHMARKS
Good career guidance is critical if young people are to raise their aspirations and capitalise on the opportunities available to them. In 2013 Sir John Holman was commissioned to research what pragmatic actions could improve career guidance in England and subsequently he developed the Good Career Guidance Benchmarks. (http://www.gatsby.org.uk/education/focus-areas/good-career-guidance)
The Government’s careers strategy has adopted these Gatsby Career Benchmarks so schools can ensure they are providing the best Careers Education, Information and Advice (CEIAG) possible.
MEASURING THE SUCCESS OF OUR CAREERS PROGRAMME
The academy’s progress towards achieving the Gatsby Benchmarks is evaluated using the online Compass+ tool. This is carried out on an half-termly basis by the Careers Leader supported by the Senior Leadership Team and Enterprise Co-Ordinator from the Black Country LEP. The CEIAG development plan is based upon the outcomes of the Compass+ audit.
Provision is also monitored through regular feedback from students, staff, governors and our partners. This feedback is collected through questionnaires and focus groups following key careers activities and at the end of each academic year. This is analysed by the Careers Leader with actions fed back to staff via meetings and briefings.
External provision is monitored and evaluated through the academy’s Quality Assurance procedures including observations, work scrutinies, student, and if appropriate parental, voice. This is analysed by the Careers Leader with actions fed back to staff via staff meetings and briefings.
The effectiveness of our careers guidance will be reflected in the higher numbers of students progressing to positive destinations such as apprenticeships, technical routes, sixth form colleges, further education colleges, universities or employment. Destination Data is used to assess how successfully students make the transition into the next stage of education or training, or into employment and to inform future CEIAG provision. This is analysed by the Careers Leader with key trends and actions fed back to SLT and Governors.
A designated governor has responsibility for overseeing the quality of careers guidance. The Careers Leader reports to the Governor for CEIAG on a termly basis with a one to one meeting and with the Governing body via a formal written report and feedback at a meeting.
The CEIAG policy is reviewed on an bi-annual basis by the Careers Leader, in February, and the Careers Programme is reviewed on an annual basis, in July. These are ratified by Governors.