Small Heath School and Sixth Form Centre

Transcription

1 Small Heath School and Sixth Form Centre Policy for Careers Education, Information, Advice and Guidance (CEIAG) and Work Related Learning 1 Introduction Small Heath School s aims are: to help all students fulfil their potential and experience success through an educational environment respond to individual needs and stimulate and challenge every student Careers Education, Information and Guidance and Work Related Learning are a high priority, and are crucial in preparing students to make decisions regarding the opportunities and challenges of adult and working life. 1.1 Rationale Students should have access to a programme of activities and experiences that inspire and motivate them to fulfil their potential by helping to consider a broad and ambitious range of careers. Support will enable them to make important choices that are right for them at key transition points, and to be able to manage their careers in the future. Schools have a statutory duty to secure access to independent careers guidance to young people from Year 8 to Year 13 (Education Act, 2011). With the requirement for young people to remain in some form of education or training until their 18 th birthday (Education and Skills Act, 2008) it is essential that we offer good careers guidance to ensure all young people understand the options available to them and to enable them to fulfill their potential. The school, together with employers, should inspire young people about the world of work and increase awareness to the range of learning and career opportunities available to them and develop the employability skills to succeed in their chosen career. 1.2 Commitment Small Heath School is committed to providing a planned programme of careers education, access to independent careers guidance (IAG) and the development of employability skills and work experience. 1.3 Development This policy is reviewed annually through discussions with IAG Coordinator, Work Related Learning Coordinator, Work Experience Coordinator, 1

2 teaching staff, independent Careers Advisers, partners in business and students, parents, governors, advisory staff and other external partners. 2 Objectives 2.1 Students Needs The careers and work programmes are differentiated and personalised to meet the needs of the students at Small Heath School and ensure progression through activities that are appropriate to the students. 2.2 Entitlement Students are entitled to careers education and guidance that: meets professional standards of practice is student centred, independent, impartial and confidential will be integrated into the whole curriculum uses contacts with employer networks, FH and HE institutions, mentors, coaches and other high achieving individuals is based on a partnership with students and their parents or carers promotes equality of opportunity and inclusion Students are entitled to receive: impartial guidance information on the range of education or training options including apprenticeships and other vocational pathways motivation to think beyond their immediate experiences and encouragement to consider broader, more ambitious future education and career options support and guidance to help them make choices a programme of careers education which helps them to develop skills and knowledge including resilience, goal setting, hard work and social confidence to make the transition to work and learning the opportunity to be involved in making decisions about things that affect their learning an opportunity to be inspired to learn about the world of work 3 Careers Education Information, Advice and Guidance (CEIAG) 3.1 Learning Outcomes: increased aspirations resilience, goal setting, hard work and social confidence entrepreneurial skills and a clear understanding of potential barriers for self-employment 2

3 development of interpersonal and social skills needed for finding employment and for working with others self-awareness of personal skills and qualities and how these are relevant to future career choices able to relate to the world of work and to realistically assess the nature of their eventual participation in it awareness to consider all opportunities that exist in the world of work ability to make use of careers support organisations 3.2 Delivery of IAG The careers programme includes careers education sessions delivered as six week blocks through the Personal Development Curriculum (PDC) programme, career guidance activities, information and research activities, work related learning, work experience, progress file and an individual plan. Where appropriate, these sessions also provide preparation for the Work Experience placement and subsequent analysis and evaluation of the experience of the placement Information: Careers and personal development information is housed within the Careers Resource Centre, part of the upper school library and open to students during regular library hours. The resource centre is maintained by the school librarian. ICT access is available in the library for Kudos, Launchpad and Careerscape. Students receive lessons on the use of the Careers Resource Centre during the Year 7 PDC programme. Teaching staff are encouraged to incorporate information into lessons to encourage students to make links between choices and progression Advice: Tutors offer advice during tutorials and through daily contact with students and profiling. Tutors are well placed to understand the varied needs of their students and have in-depth knowledge of the student and their circumstances. Advising a student on options will often require signposting an individual to the relevant information or source of help. Tutors need to have knowledge of information sources and the help available. Advice will be offered during timetabled profiling sessions and the PDC programme, during which tutors help students understand their options and set and review targets for achieving goals. The school expects impartial advice to be provided by curriculum teachers, visitors and other professionals working in school Guidance: Guidance may take place in a number of settings including: one-to-one discussions group activities the provision of, and support in using, information and IT applications the taught curriculum and PDC programme 3

4 3.3 Referral for Careers Guidance Referral of students is based on assessment of need. Tutors are required to collate school data and their knowledge of the student s aspirations and circumstances which is recorded on action plans. During profiling, form tutors may identify the need for support from a Careers Adviser. Referral should be noted on the profiling sheet or by contacting the Careers Adviser directly. The referral system is communicated during tutors meetings at the start of each academic year. Criteria for a referral are clearly identified, and communicated to any individuals and agencies involved. Relevant background information is provided, and updated. Confidentiality should be respected, where this is possible. There is also provision for students or parents to refer. Account should be taken of any such request. Opportunities will be provided for students who would benefit from mentoring, including those on extended work experience, those deemed at risk of disengaging from learning and for able and talented students. 3.4 Careers Guidance for Students with Pupil Support Plans (PSPs) The annual review and transition planning meetings for students with a Statement of Special Educational Needs provide further opportunities to set and review targets and include CEIAG. The Careers Adviser will support students to create individual development plans that contribute to the process of individual learning planning. 4 Work related learning (WRL) 4.1 Learning Outcomes The following six key skills are also recognised as important components of employability, which are developed through the WRL curriculum: communication application of number information & communication technology problem solving working with others improving one s own performance WRL also aims to grow enterprise skills through the development of: 4

5 wider horizons and increased aspirations for future careers more understanding of different types of careers that are available knowledge and understanding of organisation, innovation, risk, change skills in decision-making, personal and social leadership, risk management, presentational attitudes of self-reliance, open-mindedness, respect for evidence, pragmatism, commitment to making a difference qualities of adaptability, perseverance, determination, flexibility, creativeness, improvisation, confidence, initiative, self-confidence, autonomy, action-orientation 4.3 Delivery of WRL WRL is provided through a variety of activities undertaken as part of the curriculum, with partner organisations, industry days and vocational options at Key Stage 4. Opportunities to work with local employers on specific tasks and projects that develop learning in a particular subject and employability skills through the context of the work place form a significant part of this provision. An increasing number of students will follow the school devised and CBI sponsored Employability Skills Award throughout KS3 to 5 by undertaking learning opportunities in a range of subjects including STEM. 4.4 Learning through Work Direct experience of the world of work is an essential part of learning through work. This could be through extended work experience, a work placement. Placements must be of good quality. Other work-related activities, such as mini enterprises, industry visits, business simulations, case studies and problem solving activities are also a good way of developing work-related learning and are built into the curriculum. Experience of work should be a major part of the curriculum and all curriculum subjects develop opportunities to use the world of work as a context for learning. This provides young people the chance to practise their skills in a new setting and gives an idea of the skills needed to do particular jobs. Work-related activities enhance the capability of the curriculum in delivering transferable skills. Work related learning and work experience are seen as making significant contributions to the achieving economic wellbeing and staying safe strands of the ECM framework. 4.5 Learning about Work All young people are expected to learn about the way business operates, about employers and employees roles and rights and responsibilities in 5

6 the workplace. This should include large and small enterprises in all three sectors (public, private & voluntary). 4.6 Work Experience Work experience for all students in Year 10 takes place in July. Placements are provided by the Collegiate Partnership and through contacts with local employers and parents that the school has formed. Extended work experience is provided for some students in Key Stage 4, as part of a modified curriculum through a week long structured programme of activities and experiences. Students on some vocational courses will undertake a series of placements throughout their studies. In the Sixth Form students are able to do work experience as part of vocational courses in Year 12. In the future, work experience may be more closely linked work related learning and take a different format. All work placements are checked for health and safety. A member of staff visits all students who take part in work experience at least once a week. Preparation for work experience including a health and safety briefing takes place during PDC lessons. Debriefing takes place in English lessons and business or technology classes. 5.0 Management and Co-ordination CEIAG and WRL are whole school responsibilities but are managed and coordinated and delivered in the following ways. 5.1 Key Personnel Governor for IAG/WRL Head Teacher Management Team Year Leaders, IAG Coordinator, PDC Coordinator, WRL Coordinator, Careers Adviser, SENCO, Librarian Representatives of external agencies Administrative assistant 5.2 Roles and Responsibilities Governor with responsibility for IAG and WRL: overview of provision, health and safety legislation, anti-discrimination and SEN legislation. 6

7 Headteacher: ensuring that provision of IAG and WRL is adequately resourced, maintaining the overall strategic direction and development and delivery of IAG/WRL provision. IAG Coordinator: planning, monitoring and evaluating the careers programme. Ensuring that all staff involved have training needs identified and met. All staff involved in the management and delivery of the PDC programme are required to maintain and update their own knowledge and skills base. 5.3 Resources Our commitment to quality IAG services is reinforced by the provision of sufficient resources which are both financial and practical. The IAG Coordinator is responsible for the effective deployment of resources. Sources of external funding are actively sought. The school has identified a room which is used for confidential guidance and counselling interviews. 5.4 Monitoring, Review and Evaluation Year 11 progression data is provided by the Careers Service and is used to monitor the destinations of students post-16 and post-18. The Careers Service provides follow-up information, which serves to monitor retention, completion and success outcomes from destinations of our students. These factors are taken into consideration when reviewing IAG services annually. The IAG Coordinator and the Careers Adviser formally review the service level agreement annually. Termly reviews ensure that both parties are meeting their commitments. Parents are welcome to give feedback on any aspect of the IAG programme to the Careers Adviser who attends parents evenings for Years 9 to 13. Feedback is also sought using work experience diaries and the process of annual review and target setting. Student voice is sought periodically to assess how they view the CEIAG and WRL in school and whether it meets all of their needs. Feedback will be used to improve future changes to the programme. 7

8 6.0 Frequently Asked Questions 6.1 Which other policies does this one link to? Learning and Teaching policy Careers education and guidance policy PDC policy Learning support policy Guidance policy Curriculum Policy Professional Learning Development Framework Equal opportunities policy Work related learning policy Connexions Partnership Agreement School Improvement Plan Gifted and Talented policy What is Information? Data on opportunities conveyed through different media, including faceto-face contact, written or printed materials, telephone helplines, ICT software and websites What is Advice? helping a young person to understand and interpret information providing information and answers to questions clarifying misunderstandings understanding young people s circumstances, abilities and targets advising them on their options or how to go about a given course of action identifying needs and signposting or referring young people who may need more in-depth guidance and support What is Guidance? support young people to better understand themselves and their needs confront barriers to understanding, learning and progression resolve issues and conflicts and to support them to develop new perspectives and solutions to problems and be able to better manage their lives and achieve their potential What is Employability? The knowledge and understanding, skills, attitudes and qualities that young people will need to thrive in their future working lives. For everyone, the challenge to maintain and update employability lasts throughout life What is Enterprise? The capability to handle uncertainty and respond positively to change, to create and implement new ideas and new ways of doing things, to make reasonable risk/reward assessments and act on them in one s personal and working life. 8