•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

Example Aim 3

Example Aim 4
Example Aim 4

• 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

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.

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.

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.

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.