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Excellent free resource for Virtual Work Experiences from the top names. All can be referenced on early careers CV's. Once in person work experiences are completed then virtual ones will naturally be shed as a students experience develops.

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"You can't have a say at the table if you don't have a seat at the table. So these programs and these opportunities for people who look like me, act like me and think like me, are an opportunity to have a seat at the table so we can have a better future for the people behind us."

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Free Virtual Work Experience Programs from Top Companies - Forage.

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Despite the gradual reduction in the employment gap between people with and without disabilities over the past 20 years, supporting individuals with SEND into work is still proving to be an area that requires attention.

Gabriella Brooks, Media Manager at the organisation Ambitious about Autism points out that, according to their research:

99% of the UK's 75,000 young people with autism want to work, but only 16% are actually in full and paid employment

So, what can teachers, parents, and careers advisers do to help change this?

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Careers advice and guidance activities to support students with SEND

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Expert advice and best practice suggestions on how to support your students with SEND in their career development.

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Alternative CV profile format for all a really interesting read and perspective on a highly traditional item.

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Using sophisticated, but simple-to-use associations with hobbies and interests, the NTM platform brings together a powerful combination of text, video and imagery all in one rich, 3 dimensional SeeMe profile. Now EVERYONE can stand out for the qualities they possess, and employers get to see the real person behind the application - unearthing new and diverse talent to succeed in new and exciting careers.

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Talentino helps your special school, mainstream school, or FE College to deliver better careers guidance through our specialist SEND Careers programmes which:

Improve your Careers strategy and overall structure

Equip you with SEND specialist careers resources

Train your staff to be more confident delivering careers guidance to SEND students

Grow the number of employers working with you

Increase the number of Gatsby Benchmarks improving the range of destinations your students consider

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Talentino is a niche career development organisation working through Talentino Limited and our charity, the Talentino Foundation. Our mission is to enable young people to take advantage of our knowledge and experience.

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Inform young people and their parents about the options available after GCSE level learning with these visually engaging guides – developed by the Department for Education.

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There are many different models of one-to-one guidance, so start by researching the right one for your school. Whether you are using internal or external provision make sure a robust quality assurance system is in place to monitor the guidance given to students and ensure those providing guidance are trained to the appropriate level.

If you're considering using someone from within the school team think about how you can ensure the interview is independent and impartial. To solve this problem some of the schools and colleges that took part in the pilot swapped staff so students received an impartial interview. This ensures staff have no preconceptions based on relationships built in the classroom.

Greenfield Community College worked with an external organisation to provide 30 minute interviews with each year 11 student. During these interviews the careers adviser discussed the student's ambitions and helped them explore the progress they had made, or would have to make, in order to achieve these goals. The adviser also fed back to staff if there were any students with unrealistic expectations or no plan, this allowed staff to intervene and provide these students with more focussed guidance. For the students of Greenfield Community College having a 1:1 guidance interview with an external provider was positive as it reassured them about a lack of bias. The majority now have an intended destination and those that do not have been identified and given extra support.

When bringing in external providers think about the sort of information you can give them in advance - providing a record of pupils academic and career learning in one place allows them to provide more tailored advice and enables them to judge when a student's plans are unrealistic or not ambitious enough. To make sure you are investing in something that is high-quality ask external providers how they quality assure their service and request to see evidence. The Career Development Institute (CDI) also holds a register of career development professionals who have recognised qualifications, abide by a code of ethics and undertake regular professional development.

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There are many different models of one-to-one guidance, so start by researching the right one for your school. Whether you are using internal or external provision make sure a robust quality assurance system is in place to monitor the guidance given to students and ensure those providing guidance are trained to the appropriate level.

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Amazing Apprenticeships | Explore Vocational Education & Apprenticeship Opportunities

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Amazing Apprenticeships is a leading organisation in the education sector.

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Harton Academy organised an evening event exploring future education options. Local universities provided information on learning styles and financing options, and a range of professionals talked about their career pathways. The professionals had taken many different routes and qualifications to get to their position including apprenticeships, BTECs and HNDs. Students could have individual meetings with any of the speakers, and parents and carers also attended the event. The evening had a strong impact on parents and carers with one describing it as "a valuable and insightful event".

To ensure students understood the breadth of pathways available to them Sunderland College focused on creating a Routes into STEM event, which brought together employers, higher education providers and professionals to talk about careers and the routes into it. By inviting high-profile speakers, they increased attendance at the event.

Understanding where parents and carers get their information from and challenging preconceptions of further and higher education, although a task, is imperative if you are going to reduce the potential for students receiving conflicting messages about pathways into employment. Some schools in the pilot invited parents and carers to careers events and put time into making sure they had access to up-to-date careers information throughout the school year.

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Encounters with further and higher education | Gatsby

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Harton Academy organised an evening event exploring future education options. Local universities provided information on learning styles and financing options, and a range of professionals talked about their career pathways. The professionals had taken many different routes and qualifications to get to their position including apprenticeships, BTECs and HNDs.

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We carried out focus groups with Careers Leaders from 16 schools, colleges and special schools. The focus groups explored approaches to delivering encounters, and strategies to ensure they are meaningful and available to all students. Focus groups and interviews with representatives from the FE and the HE sectors, and with The Careers & Enterprise Company's Education and Network teams were carried out to obtain additional information about barriers to and enablers of encounters with further and higher education.

The provider access legislation is new guidance that comes into force from January 2023, which builds on Benchmark 7 and adds new specific requirements for schools. It is a key mechanism to further help learners understand and take-up, not just apprenticeships, but wider technical education options such as T-Levels and Higher Technical Qualifications. ​

The updated provider access legislation (PAL) specifies schools must provide at least six encounters for all their students: ​

Two encounters for pupils during the 'first key phase' (year 8 or 9) that are mandatory for all pupils to attend ​

Two encounters for pupils during the 'second key phase' (year 10 or 11) that are mandatory for all pupils to attend ​

Two encounters for pupils during the 'third key phase' (year 12 or 13) that are mandatory for the school to put on but optional for pupils to attend ​

You will find more information on the legislation and support with promoting all pathways here .

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Encounters with Higher and Further education - Practical ideas for achieving Gatsby Benchmark 7

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We carried out focus groups with Careers Leaders from 16 schools, colleges and special schools. The focus groups explored approaches to delivering encounters, and strategies to ensure they are meaningful and available to all students.

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Uptree is the professional network connecting young people with the world of work and helping employers to reach young, diverse talent."

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Speakers for Schools have various excellent programmes from providing business speakers, WEX, VWEX and more. Very much worth an explore!!

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We're a UK-wide youth charity on a mission to help you find your feet and get the best possible start in life.

Our Career Personality Quiz is a quick, fun way to find out which types of careers are most likely to suit you and to get tailored updates about our latest work experience and inspirational talks.

Helping students like you!

Meet Josh and Joyce, two of the million-plus young people from across the UK who have felt their confidence skyrocket thanks to using our extraordinary programmes during their time at school and college!

Meet some of our employers

We offer free work experience opportunities with hundreds of leading employers from big-name businesses you'll already know to others you've yet to discover. With new employers coming on board all the time, here are a few of our top employers!

Celebrating Black History Month with Speakers for Schools

Celebrating Black History Month with Speakers for Schools Black History Month is almost over, and we wanted to take a moment to share with you how Speakers for Schools is celebrating black excellence this year and signpost you to some useful resources you may want to explore. Each year, a different theme is selected for [...]

Our Top Takeaways from the Conservative and Labour Party Conferences

Our Top Takeaways from the Conservative and Labour Party Conferences October was another busy month for Speakers for Schools on the policy front with our CEO Nick Brook heading to the North-West of England for two lively fringe panel events at the Conservative and Labour Party Conferences that each featured an impressive lineup of experts [...]

Skills shortage increase sends an important message to us all

Skills shortage increase sends an important message to us all New data from the Employer skills survey published September 2023 shows persistent skills challenges that businesses are facing. Over 72,000 employers in multiple sectors were surveyed to provide insight into the evolving labour market, focusing on skill-shortage vacancies, training and skill gaps across all regions [...]

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Speakers for Schools | Career Guidance and Work Experience for Students

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Discover Speakers for Schools, a UK-wide youth charity dedicated to helping students find their footing in life. Explore our career guidance resources, gain world-class work experience, and listen to inspirational talks from high-achieving professionals. Start your journey to success with us today.

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Free and paid for VWEX support for schools and students for school and home use

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It’s time to take control of your future | Springpod

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Springpod is a careers platform where students can experience the world of work and university before they apply. Rated 4.9/5 on TrustPilot.

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These projects will be supported by Local London Careers Hub with employers to provide the employer engagement & interaction to achieve this benchmark.

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London Careers Hub resources for schools, colleges, Enterprise Advisers and businesses.

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To plan and implement meaningful experiences of the workplace aligned to school/college priorities and positive student outcomes

To recognise different approaches to delivering meaningful experiences of the workplace

To understand how to embed meaningful experiences of the workplace within a progressive careers programme

To recognise and be able to make the case confidently with education leaders for delivering meaningful experiences of the workplace within a progressive careers programme.

Follow the guide and capture your own reflections to support planning for impact.

Work with your Enterprise Adviser/Careers Link governor in this process.

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BM6 How to meet Gatsby Benchmark 6 more meaningfully and deliver positive student outcomes

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To plan and implement meaningful experiences of the workplace aligned to school/college priorities and positive student outcomes To recognise different approaches to delivering meaningful experiences of the workplace To understand how to embed meaningful experiences of the workplace within a progressive careers programme To recognise and be able to make the case confidently with education leaders for delivering meaningful experiences of the workplace within a progressive careers programme.

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By taking a strategic approach to work experience some of the pilot schools have seen a huge increase in the number of the students carrying out high-quality work experience. They have focused on encouraging students to take up opportunities to experience a variety of workplaces and to plan for, reflect upon and learn from these experiences.

To ensure work experience was a positive experience for the employer and student, Sunderland College worked with an external recruitment agency to prepare students and match them with employers. Students were encouraged to think about what they wanted from an experience of work and what skills they would need to demonstrate during their time with an employer. The college also worked with employers to encourage them to let students participate in real work in addition to shadowing employees. Following on from their time with employers, students were encouraged to reflect on and record what they had learnt in booklets and to update their CVs with new skills. At Sunderland College, the number of students successfully matched to a work experience place increased by 127%. There are now over 200 employers engaged in the programme.

Shotton Hall Academy had found that its students were not thinking deeply about their experiences in the workplace and consequently the impact of these experiences were limited. To tackle this issue, they are experimenting with "career investigations". Career investigations encourage students to look holistically at a business; studying its role in the local area. Students who took part in the investigations learnt about hidden aspects of the business, often overlooked by students in previous work placements.

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By taking a strategic approach to work experience some of the pilot schools have seen a huge increase in the number of the students carrying out high-quality work experience. They have focused on encouraging students to take up opportunities to experience a variety of workplaces and to plan for, reflect upon and learn from these experiences.

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The GLA and the CEC both have different information pages for the same programme, everyone receives the same whether school or business!

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For young people, engaging with employers and experiencing workplaces is key in helping them find their best next step. There are lots of ways employers can support young people, working with individual schools and colleges or working with Careers Hubs on a larger local and regional scale. As well as directly supporting young people, there are key benefits to businesses, from personal development for staff, to identifying new talent and building pipelines for the future.

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For young people, engaging with employers and experiencing workplaces is key in helping them find their best next step. There are lots of ways employers can support young people, working with individual schools and colleges or working with Careers Hubs on a larger local and regional scale.

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Supporting young people to build the skills and experiences they need to lead successful futures.

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Encounters with employers and employees | Gatsby

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START Profile - free careers information

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START Profile - free careers information

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Explore the world of work. Make your study choices. Write your CV and prepare for interview. Apply for apprenticeships, courses and work experience.

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Some schools in the pilot have explored ways to embed careers into the curriculum. Promising initiatives included subject teachers visiting relevant industries; building links between subject heads and employers, bringing employers into class to deliver or co-deliver lessons, developing careers specific activities linked to subject specific schemes of work, identifying 'careers ambassadors' from each department and including a careers prompt on planning documents for schemes of work.

One of the key barriers faced in bringing careers into the curriculum is a worry from teachers that they're not trained to do this. Building relationships with employers is key here. Some schools brought employers into give talks to their teachers but others sent their staff out to work with local businesses and learn about the skills they were looking for when recruiting staff. At Churchill Community College a teacher undertook an 'insight into industry' week, where she spent a day with five STEM businesses. On returning to school she used her experiences to upskill staff on routes into STEM occupations. An added bonus was that it built closer relationships between the school and industry.

Churchill also matched curriculum leaders with a relevant employer who helps to deliver aspects of the GCSE syllabus. Industry professionals provide real-life case studies for resources and set projects around current industry projects. This programme was tested across three subject areas and due to its success will be rolled out across the entire syllabus.

Creating industry-focused work streams for students is another way of emulating industry within the curriculum. At Excelsior Academy students were invited to design an eco hotel. The project ran over ten weeks and is now a yearly event. The students who took part this year are ambassadors for the programme and will encourage and inspire subsequent year groups. The project brought numerous subjects, including maths, English and science, to life. It highlighted their practical purpose within the workplace and illustrated how the subjects prepare them for working life.

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Linking curriculum learning to careers | Gatsby

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Some schools in the pilot have explored ways to embed careers into the curriculum. Promising initiatives included subject teachers visiting relevant industries; building links between subject heads and employers, bringing employers into class to deliver or co-deliver lessons, developing careers specific activities linked to subject specific schemes of work, identifying 'careers ambassadors' from each department and including a careers prompt on planning documents for schemes of work.

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To support you with longer term planning, we have identified key resources to support you in working with students from a young age to track intended destinations, measure career readiness and to effectively engage parents/carers in supporting their children to identify their next best step.
Key resources:

1. Use or our handy template to identify those with no clear intended destinations

2. Use the Future Skills Questionnaire > for key student/cohorts to identify potential barriers

3. Support parents/carers to prepare young people for follow up meetings with Careers Advisers >

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To support you with longer term planning, we have identified key resources to support you in working with students from a young age to track intended destinations, measure career readiness and to effectively engage parents/carers in supporting their children to identify their next best step.

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Article explaining how and why we collect this information

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" We track intended destinations to ensure all pupils have a September guarantee, but also to ensure realistic destinations and support needs are covered."

Collecting and analysing intended destinations allows Careers Leaders to:

Support students at risk of NEET

Support students to pursue the BEST next step for them

Support students to make a successful transition

Inform continuous improvement and impact evaluation

HOW to Collect Intended Destinations
Careers Leaders use a range of methods and approaches to collect intended destinations

"We not only ask students for their intended destination, but we also capture whether they feel they require further support and where they have applied. This then informs us further as to who should be priority for a 1:1 appointment. SLT like to physically meet with Year 11 several times throughout the year to discuss their intentions. They keep a record of these interviews on a spreadsheet that also contains subject data and suitability for our 6th form which is RAG rated by the Head of Year"

Example approaches Careers Leaders use to collect intended destination data via:

1:1 Careers Guidance interviews

SLT interviews and support

Parents Evenings

Parent/carer engagement

Shared spreadsheet trackers with input from tutors, pastoral teams, heads of year, careers adviser, SENCO, etc.

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" We track intended destinations to ensure all pupils have a September guarantee, but also to ensure realistic destinations and support needs are covered."

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Any platform you use that uses the School MIS system is automatically recording what a pupil does and can be used to support this BM. Including Compass, Unifrog, Morrisby and more!

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Gatsby BM3 - Addressing the needs of each pupil

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Gatsby BM3 - Addressing the needs of each pupil

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Berwick Academy brought in a former student as an intern to map where alumni had gone on to. Berwick created an actual map which was hung in a newly created careers area within the school. The map showed the destinations of former students. The school also created 'alumni boards' highlighting former students in each department. The development of an alumni database ensures the Academy can keep in touch with former students in the years to come.

Destination data can help shape the careers advice given. At Castle View Enterprise Academy they realised that lots of former students had taken up apprenticeships but they weren't providing much information about this pathway to current students. In response to this they organised an event specifically looking at apprenticeships and the routes into them.

It is also important to guarantee that each and every pupil has career guidance that meets their own needs. This means that in some cases students may take part in different activities or receive different volumes and types of support. At Castle View Enterprise Academy, Year 7 students eligible for pupil premium were selected to take part in a 5 week business mentoring programme. Activities that require students to self-refer can sometimes miss those who might benefit most from a programme.

To ensure that students' progress was being accurately tracked, Bishop Auckland College undertook an extensive IT project culminating in the creation of an online portal that tracks a student's academic, welfare and careers progress. It brought together all of the college's careers activities and interventions into one place, ensuring that resource management, tracking and impact were all enhanced. It can be accessed by both teachers and students, with sensitive information being accessible by staff only. The system provides each student with a record of their careers education and a focused career ladder. Although a large task the impact of integrating all of the tracking systems together has been invaluable to the college.

Harton Academy undertook a similar exercise. It equipped each student from year 7 to year 11 with a skills audit book. The book is a record of the skills they've learned each year, how these skills could be applied to industry and what further skills they need to develop. As well as providing a record the book also encourages students to critically analyse their development and the labour market. The skills booklet was so useful at Harton Academy that they're now looking at developing it into an app so that parents and carers can also access it.

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Addressing the needs of each pupil | Gatsby

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Berwick Academy brought in a former student as an intern to map where alumni had gone on to. Berwick created an actual map which was hung in a newly created careers area within the school. The map showed the destinations of former students. The school also created 'alumni boards' highlighting former students in each department.

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The flagship programme from Education and Employers a UK charity

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What we do

Upcoming training for teachers

Find out more about using Inspiring the Future and Primary Futures with our free live webinars.

Partner profile: NHS

Our partnership with the NHS champions inclusion and diversity, and helps young people explore jobs and pathways.

Regional projects

Inspiring the Future is open to all schools but we also provide targeted support through special projects.

Why it works

Meeting the volunteers has given me courage to know that I can make lots of things. I have also found out about lots more jobs.
Tam, aged 9

Over 80% of secondary schools and 20% of primary schools are signed up to Inspiring The Future.

Key research findings

Encounters with people from the world of work:

1. Broaden young peoples' horizons and raise their aspirations

2. Excite children about subjects, increasing motivation, confidence and attitude to learning

3. Challenge gender and social stereotypes

4. Improve academic attainment at GCSE

5. Increase young people's earning potential

6. Reduce the likelihood of young people becoming NEET(not in education, employment or training)

2,500,000 +

interactions between workplace volunteers and children and young people

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This site uses cookies. By continuing to use this site you agree to our use of cookies.

Creating a new NHS England: Health Education England, NHS Digital and NHS England have merged. Learn more

You are here

The NHS Ambassadors programme encourages people working or studying in healthcare to volunteer one hour of their time per year to speak in schools and colleges about their roles or participate in careers events and activities.

The programme aims to:

attract the future healthcare workforce by getting young people interested in different roles and professions within the NHS

develop the talent pool and ensure a skilled workforce in the future

help young people make informed choices and consider the full range of roles and professions within the NHS, help to dispel myths and ensure young people have a realistic view of the world of work and the routes into it

ensure the future workforce is representative of the communities it serves.

Volunteering with Inspiring the Future is free, easy, effective and fun. Volunteers and education providers are connected securely online, and volunteering takes place either virtually or near home or work as volunteers specify the geographic locations that suits them. Disclosure and Barring Service are not needed for career insights talks and educational activities as a teacher is always present.

Being an NHS Ambassador is also a great personal and professional development tool, allowing employees to gain confidence by speaking to young people about their role, and helping them to understand the application and recruitment process.

Once signed up, a local school or college may invite you to take part in a careers fair, in career networking or a lunchtime talk to young people. Schools and colleges will send secure messages directly to volunteers to see if they can attend. Typically, volunteers will visit a school or college once a year to speak with young people.

To find out more about the NHS Ambassadors programme and to register as a volunteer please visit the Inspiring the Future website or for more information please contact Mitus Castillo at Education and Employers.

Report launch

In June 2021 and in partnership with Education and Employers, Health Education England launched the 'NHS Ambassadors: how you've helped 400,000 young people' report.

The report details the background and impact of the NHS Ambassador programme and details the benefits and difference volunteering makes to young people, education providers and NHS Ambassadors. For the full report please visit.

Frequently Asked Questions

A document containing answers to frequently asked questions can be found here: Frequently asked Questions.

Related Documents

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Read more

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The programme aims to: attract the future healthcare workforce by getting young people interested in different roles and professions within the NHS develop the talent pool and ensure a skilled workforce in the future help young people make informed choices and consider the full range of roles and pr…

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Information & Ambassadors through their network for all kinds of brilliant school activities!

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Labour market overview, UK Statistical bulletins

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Information for all of Local London from last decade from social mobility, employment, and more!

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Local London | Globally connected. Locally focussed.

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Our Data Warehouse includes a number of interactive data dashboards that can be used alongside our written reports and strategies to provide an on-going and current picture of key data indicators for our sub-region. The data tool has been designed to support Local London, our partner local authorities and wider partners to access the latest data and intelligence on key issues and priorities across our sub-region and in our individual boroughs to support their planning and delivery.

How to use the Local London Data Warehouse

You can view the Data Warehouse in full screen by pressing the diagonal arrows on the bottom right. Click on the Local London logo on the Data Warehouse to return to its homepage. For more tips, please see our user guide

The Local London Data Warehouse

The Local London Data Warehouse has been designed and developed by Local London with support from University of East London.

Our Data Warehouse brings a wide range of data and intelligence together in one place, and provides insights into:

Key topic areas across our sub-region including, Demographics & Community, Jobs and Employment, Skills & Education, Green Economy and Transport, and Business & Economy, which are presented in a series of grouped dashboards to enable fast access to data on priority areas of work

Core DfE Skills Indicators used for Local Skills Reports and Local Skills Improvement Plans (LSIPs) under the LSIP headings: Local Landscape, Skills supply, and Skills demand to support the development of the Local London LSIP in 2022/23
The Data Warehouse incorporates data from a range of official published secondary data sources, GLA data and EMSI data. Dashboards are updated whenever new data is available so you are always accessing the most recent, published data.

The Data Warehouse is published as a Microsoft PowerBI interactive warehouse which presents the data in a graphical format which is easy to use and to interpret.

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How to use the Local London Data Warehouse You can view the Data Warehouse in full screen by pressing the diagonal arrows on the bottom right. Click on the Local London logo on the Data Warehouse to return to its homepage. For more tips, please see our user guide The Local London Data Warehouse The

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The Havering Data Intelligence Hub provides data, information and research about the London Borough of Havering. By hosting resources including data, analysis, surveys and reports the Havering Data Intelligence Hub aims to benefit the local authority, its partners and the public in understanding key information about the borough.

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Welcome to Havering Data Intelligence Hub

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The Havering Data Intelligence Hub provides data, information and research about the London Borough of Havering. By hosting resources including data, analysis, surveys and reports the Havering Data Intelligence Hub aims to benefit the local authority, its partners and the public in understanding key information about the borough.

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Learning from Labour & Careers Information (LMI)

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Learning from Labour & Careers Information (LMI)

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Gatsby Overview to this BM for Schools and Colleges with case studies.

Also, all conversations with employers and providers will be relevant as they describe recruitment processes and sector information, industry information and diversity & inclusion / social mobility information.

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For schools:

Every pupil, 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 best use of available information.

By the age of 14, all pupils should have accessed and used information about career paths and the labour market to inform their own decisions on study options.

Parents should be encouraged to access and use information about labour markets and future study options to inform their support to their children.

For young people in colleges:

Every learner, and their parents (where appropriate), 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 best use of available information.

During their study programme, all learners should access and use information about career paths and the labour market to inform their own decisions on study options.

Parents should be encouraged to access and use information about labour markets and future study options to inform their support to the learners in their care.

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Every pupil, 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 best use of available information.

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All Careers Leaders require outstanding training

Don't miss out! Fully funded Career Leader Training places are still available to all Independent Special Schools careers personnel.

To find out more about the training, please attend our drop-in session on:

Taking place at 4pm, these interactive, open forums are designed to answer your questions about the Careers Leader training programme, clarify any doubts, and guide you to the ideal course that aligns with your professional goals. Register now to book your place and come and meet the team and have any questions answered.
Alternatively please follow the link to book a one-to-one call on a date and time of your choice with our friendly adviser, who will be happy to answer any of your queries.
Our training courses provide a huge opportunity for you as a Careers Leader to accelerate your school, special school or college towards achieving the Gatsby Benchmarks. In order to achieve this, we help you improve your understanding of your role and develop the skills required to strategically embed a careers programme. Whether you are new to the role or highly experienced, there are training courses designed for all levels that will help you ultimately inspire young people to find their next best step.

We also have a fully funded training course led by nine high quality training providers, which will equip you with all the knowledge you need across leadership, management, co-ordination and networking.

Fully funded Careers Leadership training

Over 2,000 C areers Leaders have completed the training and are using it to improve and develop their careers programmes.

Choose from distant, face-to-face or blended learning courses.

Network and make new connections with other Careers Leaders.

Improve your knowledge of the role and gain access to a qualification (up to level 7).

All Careers Leaders are eligible to apply for a fully funded training place*.

How Careers Leader training can fit into your routine

We're aware how the demands of completing Careers Leader training can have an impact on your daily routines and overall work/life balance. We therefore recommend you choose from one of our learning methods from above to suit your circumstances, as well as speak directly with your chosen training provider and line manager in advance of beginning your course. They will provide all the support and advice you will need to complete the course on time.

Please note: Our training courses focus on Careers Leadership. While they won't qualify you directly as a Careers Advisor, select accredited courses can offer credits towards a Level 6 Careers Advisor Qualification. In addition our Level 7 courses can lead to a postgraduate diploma or a Master's with the professional award of the Qualification in Career Development (QCD).

How it works

To register for a fully funded place, first explore each of our training providers to decide which course is right for you. Use our alternatively you can watch an overview video of each course.

Once you've selected the course, follow the link to each individual training provider for full details of their course content. You can speak directly to the provider about any queries you may have regarding their course. You'll be able to register directly from the training provider's course page.

On completion of the course, you will receive £1,000 to spend on furthering your CPD or Careers Programme. For more details on how the funding works, please read the
*Terms and Conditions
The eligibility criteria is for careers leaders in all state-funded secondary schools and colleges, including SEN and AP.
If you already know which course and Training Provider you wish to enrol with then you are all set to register for a funded training place! Register now.

If you have any questions about the training and/or bursary, please contact careersleaders@careersandenterprise.co.uk

The benefits of Careers Leader training

Jennie Cole at Hailsham Community College, a former Careers Leader, speaks about her experience of completing Careers Leader training. We also hear from the principal about the wider impact of the training on the college and its young people.

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Our training courses help Careers Leaders understand their role and develop the skills required to strategically embed a careers programme in their school or college.

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Helping every young person find their best next step.

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Zendesk which is the helpdesk tool for all Compass and Compass+ questions

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Published Jan 23 Includes PAL

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Recommend aligning your programme to Gatsby and this framework.

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The practise of delivering career related learning (CRL) in primary schools has been growing over time and has enabled a clear evidence base to be formed demonstrating the impact. Twenty first century living has heightened the need for embedding CRL in schools in order to broaden horizons, challenge assumptions and stereotypes and thus aid social mobility and future employability.

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Ready for the Future,
Teacher Encounters
Student Readiness 21/22

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We collect and publish national data from schools, colleges and young people (and other sources) to understand the effectiveness of careers education. We evaluate the programmes we run to make sure they deliver impact. We share insights and resources to help frontline professionals improve their pra…

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An exercise worth doing for yourself and your programme every 6 months to check you are on the right path!

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Please click here if you are not redirected within a few seconds.

Images
SOAR Analysis - Journalism - Strategic Communication - Library ...

libraryguides.missouri.edu

Images may be subject to copyright.

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Please click here if you are not redirected within a few seconds. Images SOAR Analysis - Journalism - Strategic Communication - Library ... libraryguides.missouri.edu Images may be subject to copyright.

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Recommend that you do this every year in order to see the successes from the previous year and feed it all into the next.

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This revised checklist, created by The Careers & Enterprise Company, can be used by Careers Leaders as an annual review of provision. Simply work your way through the list, filling in the appropriate information, and use the completed form to support your planning for the following year. The checklist takes into account all stakeholders' views and provides evidence of impact.

Ideally, complete the checklist with your Enterprise Adviser and Enterprise Coordinator, and where applicable, Link Governor.

Use this to inform the next academic year's planning.

This checklist can be used to provide evidence of impact.

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Annual review checklist | CEC Resource Directory

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This revised checklist, created by The Careers & Enterprise Company, can be used by Careers Leaders as an annual review of provision. Simply work your way through the list, filling in the appropriate information, and use the completed form to support your planning for the following year. The checkli…

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This link shows the CEC Resources area for BM1. There are webinars, links to creating a creative strategic plan, building a progressive careers plan and Impact Evaluation toolkits suggested through this link as well. Good place to start and refer back to - I do, a lot!

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The aim of a strategic careers plan is to enable the Careers Leader to implement a progressive career programme, which:

is aligned to school, special school or college priorities

meets the needs of 'each & every' student

tracks the impact of careers provision.

A stable careers programme should be:

Progressive

Inclusive

Planned for intent

Informed by data and evaluation

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The aim of a strategic careers plan is to enable the Careers Leader to implement a progressive career programme, which: is aligned to school, special school or college priorities meets the needs of 'each & every' student tracks the impact of careers provision.

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Description of BM1 for Schools and College with Gatsby case studies

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Schools and colleges across the pilot have shown that a Career Leader needs to be supported by leadership and have the authority to deliver a strategy and conduct the orchestra of career guidance across the school. Embarking on using the framework of the benchmarks, with buy in from all staff, will make the process much simpler. It is, however, something which requires regular review, evaluation and adaptation.

At Excelsior Academy, the chair of governors is also the governor with responsibility for careers, and one of the Vice Principals acts as a Career Leader with strategic responsibility for the quality and impact of the careers programme. They are supported by a careers activities coordinator and a work experience coordinator as well as dedicated team of 'careers champions', staff who implement and deliver the careers plan across the school. Careers guidance is now built into the fabric of the school, with the benchmarks being built into the appraisal and performance review of staff at all levels, including that of the headteacher.

The Link School appointed a member of the senior management team to be the Career Leader for the entire school. They have responsibility for creating and rolling out a series of programmes throughout the year matched to the benchmarks. Employing the right member of staff to become the Careers Leader is key. If the Careers Leader is not a member of the senior leadership team (SLT) they should report to a member of the SLT who has strategic responsibility for careers education.

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Every school should have a stable, structured careers programme that has the explicit backing of the senior management team, and has an identified and appropriately trained person responsible for it.