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Reflecting on our Careers Policy, it makes reference to statutory guidance developed by the DfE which refers to Section 42a and 45a of the Education Act 1997. It further states that the school is compliant with the careers guidance that the government set out for delivery from January 2023: ‘Careers Guidance and Access for Education and Training Providers.’ It doesn't directly make reference to the Gatsby Benchmark nor does it detail other policies that it should be read in conjunction with.

There is a section dedicated to the Aims and Purpose of the policy. There isn't a dedicated vision or mission statement tied to the Vision and ethos of the school.

There is reference to the local context for career and labour market information. Further thought needs to be given to the national and International context and how this impacts on learners in an independent special school with ASD needs.

There is a clear overview of what careers provision will look like across the Secondary phase. More thought could be given to what this looks like in the Primary Phase and how PfA feeds into this.

Is it not clear within the policy how the programme will be managed, delivered, monitored, reviewed, or evaluated?

The overview of the policy currently sits with myself as Deputy Headteacher. This will, over the next academic year, move to sit with the PfA leader. Responsibility sits with all class leads, particulalrly those in the Secondary Phase as class numbers are so small.

Recommendations, areas for improvement an updates are highlighted in bold.

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Upon reflection of our current careers policy, it does already incorporate some but not all references to external policies such as the Equality Act 2010 and the ‘Careers guidance and access for education and training providers – statutory guidance for schools and guidance for further education colleges and sixth form colleges’ (July 2021).

What it does not mention is the Careers guidance for colleges (DfE, 2018) and there is also no reference to all 16- to 18-year-olds (and 19- to 25-year-olds with a current EHC Plan) in college must have access to independent careers guidance (as set out in their funding agreement) which is interesting and something I am going to feedback to out senior leadership to consider.  We do offer and promote this throughout our curriculum, but it is not stated within our policy.

We have a clear vision within our careers policy which is “Chesterfield College seeks to maximise the life chances of all its students and apprentices and, with reference to young people aged 16-18, to prepare them for life beyond College as they successfully transition into adulthood.”  The scope of the policy is clearly defined, and it clearly links to other policies within the College.

Our policy makes reference to local, national and international context but it is not explicit about how we do this.  We potentially need to update this section and reference how we keep up to date with meeting local, national and international priorities and themes.

There is a clearly defined overview of the progress and learner entitled but I think this could be extended to provide more detail, however, this detail does sit in our central careers programme so you could argue that it is not needed.

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Observation: The policy references the Department for Education (DfE) guidelines and the Gatsby Benchmarks Recommendation: It might be beneficial to explicitly include any updates or new legislation related to career education that has come into effect since the last policy update. Additionally, referencing local and regional educational frameworks could further align the policy with broader educational goals.

Observation: The vision and mission are clearly stated, focusing on empowering young people to thrive in a dynamic world. The policy also ties the careers education to institutional priorities such as reducing reoffending and supporting personal development.

Recommendation: I considered incorporating smart goals that align with our vision and mission, however due to the many different routes that our young people follow upon leaving our setting, this is difficult in practice.

Observation: The policy acknowledges local, national, and international job markets and opportunities, which is vital in preparing residents for diverse employment landscapes. Recommendation: Regular updates to this section will be necessary to keep pace with rapidly changing job markets, especially with increasing globalisation and technological advancements.

Observation: The policy outlines what learners are entitled to, including personalised career guidance and access to information about job markets and further education.

Recommendation: More detailed information could be added about how these services are adapted to meet individual needs, particularly for residents with different backgrounds and capabilities.

Observation: The policy details management, delivery, monitoring, and evaluation processes, indicating a structured approach.

Recommendation: Introduce a section on continuous improvement based on feedback and evaluation outcomes. Including a feedback mechanism from residents about the effectiveness of the career guidance they receive could provide actionable insights for program enhancements.

Observation: The policy is disseminated among staff, residents, and external stakeholders effectively. Recommendation: Expanding dissemination methods to include digital formats accessible via mobile devices could increase engagement, especially among younger residents accustomed to digital interactions.

Observation: The review process, informed by best practices from the briefing paper and other educational resources, highlights the importance of a dynamic and responsive policy that evolves according to legislative changes, technological advancements, and educational research.

Learning Impact: The insights gained from the briefing paper about effective policy-making emphasize the need for a collaborative approach involving various stakeholders. Engaging more directly with residents, educational staff, and external partners in the policy review process can ensure that the careers policy remains relevant and robust.

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Bedford Academy seeks to provide an outstanding programme of careers education, information, advice and

guidance (CEIAG) delivered by all staff supported and led by our dedicated careers team in partnership with

businesses, alumni, training, FE and HE providers, parents and academy staff. We want our students to leave equipped with the relevant skills and knowledge they need to be successful and thrive. We have six key aims which reflect the CDIs revised framework these are;

1. Grow throughout life – grow throughout life by learning and reflecting on yourself, your background, and your strengths.

2. Explore possibilities – explore the full range of possibilities open to you and learn about recruitment processes and the culture of different work places.

3. Manage career – Manage your career activity, make the most of opportunities and learn from setbacks.

4. Create opportunities – Create opportunities by being proactive and building positive relationships with others.

5. Balance life and work – Balance your life as a worker and/or entrepreneur with your wellbeing, other interests and your involvement with your family and community.

6. See the big picture – see the big picture by paying attention to how the economy, politics and society connect with your own life and career.

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Miriam Reynolds - Careers Curriculum Aims

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Miriam Reynolds - Careers Curriculum Aims

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Aims and purpose.

• Prepare pupils for the transition to life after school.

• Support pupils in making informed decisions which are appropriate for them

• Provide pupils with well-rounded experiences

• Develop personal characteristics such as social skills, communication, independence and resilience

• Inspire and motivate pupils to develop themselves as individuals and live as independently as is possible

• To ensure continuity and progression through the pupils time in school and its coherence with other curriculum areas

• involve parents where appropriate

• To promote lifelong learning and the need to be adaptable

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Easy to read as set out as bullet points but very wordy and goes into far too much detail about everything school related

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Easy to read as set out as bullet points but very wordy and goes into far too much detail about everything school related

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 Contains words some stakeholders may not understand and is not giving a clear aim of the careers provision just te intention of the boxes it wishes to tick and outcomes it is hoping to achieve such as reducing 

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 Contains words some stakeholders may not understand and is not giving a clear aim of the careers provision just te intention of the boxes it wishes to tick and outcomes it is hoping to achieve such as reducing 

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More school ethos based than careers outcome based. 

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More school ethos based than careers outcome based. 

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Clearly bullet pointed and does show its aim for the students in careers but it is still taping into the whole aims of the school. Good start

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Clearly bullet pointed and does show its aim for the students in careers but it is still taping into the whole aims of the school. Good start

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Within our careers provision we aim to inspire our students to become curious about the world of work, and the options and possibilities this opens up to them now and for their journey beyond the academy.

We believe in promoting equality and diversity, helping students to explore and challenge limiting stereotypes so that they can recognise and overcome constraints this may place upon their choices and aspirations.

By equipping our students with the knowledge, skills and attributes to explore the range of options available, and reflect upon these for them as individuals, we will support them in understanding how to make well-informed and realistic decisions and put these into action.

Given the context of a changing world of work, and the recognition that as individuals they will continue to change in terms of their hopes, ambitions and aspirations, our careers provision will provide the foundation to enable them to manage the transition from the academy and the subsequent transitions that unfold.

Example Aim 4
Example Aim 4

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To contribute to strategies for raising achievement through raising aspirations, motivation and confidence;

To further reduce the number of students not in employment, education or training in line with local authority guidance;

To reduce the number of students to drop out of courses or switch courses in education and training;

To develop enterprise and employability skills;

To contribute to economic prosperity of individuals and communities;

To focus students on their future aspirations and goals through work with employers;

To involve parents and carers throughout the delivery of CEIAG;

To provide students with up to date LMI and key sector growth information.

Example Aim 3

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Promoting a career development culture is an essential part of the mission and ethos of our school. We aim to support the aspirations of all our learners and to ensure that they gain the understanding, skills and experience they need to make progress and succeed in learning and work. We believe that effective careers education and guidance not only contributes to the well-being of individuals but also to the wellbeing of their families, the communities to which they belong, wider society, businesses and the economy.

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The careers provision aims to:

•Enable students to develop a knowledge and understanding of education, training and employment through investigating opportunities available to them at a local, national and international level.

•Support students in developing and implementing action plans so that they can take ownership of their own future and beyond Key Stage 4.
•Provide opportunities to develop enterprise and employment skills

•Promote equality of opportunity, challenge stereotyping and support inclusion
•Help students develop an understanding of themselves and others