Principles and Aims

At the British Council School, we aim to provide pupils with the skills, competencies, values, knowledge, behaviours and attitudes which enable them to succeed in the next stage of their education and later inthe world of work. Our pupils will move to the next stage of their education in countries where English, Spanish or other European languages are the first languages.

We aim to:

  • give pupils access to curricular and supracurricular opportunities which offer them practical opportunities to develop skill sand competencies.
  • embed careers education throughout the school recognising that the creation of careeraspiration begins when a pupil starts school. This will build in intensity as pupils movethrough the school with a comprehensive careers plan being embedded into the curriculum from Year7 on wards.
  • embed careers knowledge into subject curricula.
  • support all staff in understanding their role in supporting students in the area of careers.
  • ensure that comprehensive careers information is available and visible around school and onthe school’s website and community site, so that pupils and parents/guardians have access to a full range of guidance and development pathways.
  • actively encourage and inspire young people to take ownership of their career plans and toconsider all options available to them.

We want them to be able to select the best way forward considering their interests, motivations, learning styles, abilities and aspirations.

Targets and Outcomes

An embedded programme of career education and guidance that is communicated, known and understood by pupils, parents and staff.

The school meets the Gatsby Benchmarks.

Definitions and Glossary

CEIAG: Careers education, information, advice and guidance.

Related Policies / Appendices and Other Documents

This policy should be read in conjunction with the following documents:

  • Safeguarding policy
  • Risk Assessment Policy
  • Equality Global Policy Statement  

Communicating and Storing Policy

This policy will be stored in the school shared policy drive, community site and the principle and aims will be shared on the public website.

Roles and Responsibilities:

The school Senior Management will ensure:

  • the school has an up to date CEIAG policy
  • a designated member of the Senior Leadership Team will have responsibility for CEIAG

  • the school is adequately resourced to meet the aims of this policy and the procedures

The Head teacher will:

  • The head teacher is responsible for ensuring that there is provision and systems in place to meet the aims of this policy.

The Careers Leader will:

  • Oversee the whole school careers provision, auditing provision with the aim of achieving all Gatsby Benchmarks
  • Ensure the careers provision is to the highest standard even when a remote provision is required
  • Ensure that the school’s community site has an up to date section for careers with links to external advice and labour market information
  • Ensure that career education and information is included in parent information evenings
  • Ensure that there is a dedicated careers section in the library
  • Secure independent and impartial careers guidance for years 7-13
  • Expose students to local examples and give them opportunities to identify jobs that are in demand that are also available to them following their education
  • Ensure that all students have access to a suitable relevant course post 18 that meets theirneeds and ability

The University Careers Guidance Leader will:

  • Lead the team of tutors supporting students with overseas applications– UK, US, Europe
  • Liaise with external further education contacts (including fairs) to provide information and support for students
  • Lead the development of access to university guidance platforms  

Students will:

  • Have high aspirations for themselves and others around them
  • Receive a careers programme from Early Years which increases in intensity as they move through school
  • Seek advice from tutors and counsellors when making subject option choices
  • Receive relevant careers guidance and have access to independent careers information and guidance, including labour market data
  • Receive personal advice that helps them to achieve their individual career goal including the relevant knowledge to make realistic and achievable goals based on their own interests and skills, whilst taking into account local jobmarket information and relevant entry requirements
  • Understand how different subjects help keep different options open
  • Have access to additional help, whether this need is generated from a change of decision, personal circumstances or additional needs.
  • Have meaningful and helpful encounters with employers and other education providers
  • Utilise the available careers resources
  • Record careers-related skills, participation and research; reflect upon what has been learnt
  • Identify and set goals for the future
  • Actively participate in workshops, presentations and visits from external employers orproviders
  • Attend informative events and use study and research spaces such as the library
  • Participate in the Supracurricular programme activities reflecting upon what has been learntand what competencies and skills have been developed
  • Students will take note of evidence to support in developing portfolio in preparation for personal statements, essays and other university applications
  • Use clubs provided in Year 8 and 9 and ALE in Years 12 and 13 to support them in making choices related to options and decisions related to university degrees and destinations
  • Participate in the workshadowing programme in Year11.

Parents and Guardians will

  • Be provided with up to date careers and labour market information so that they are able to effectively support their child to make informed decisions about their future
  • Engage with school events and information about Careers
  • Support the school’s careers programme by sharing information and experiences about their professions and workplaces.

Teaching staff

  • Embed CEIAG in lessons and tutor time through the PSHE programme
  • Attend CEIAG training as provided by the school
  • Refer/embed to current labour market information in their teaching
  • Provide pupil academic and other information to tutors and counsellors for inclusion inreferences for universities and write student references when requested to do so by the Senior Leadership Team
  • Deliver planned elements of the careers programme during tutor time - support students to make informed decisions about their future (e.g. during Year 9 Options process and at keypoints of transition)

Family Leaders

  • Oversee tutor time and the delivery of Careers education in the PSHE programme
  • Monitor and support student engagement with the Supracurricular programme
  • Advise and support pupils and parents in making option choices at the different stages of school
  • Support pupil academic achievement and help them reach their goals in the next phase of their education.

Subject leaders

  • Ensure that clear links to careers and the world of work are embedded in their Schemes of Learning and curriculum plans.

Community Coordinator Alumni

  • Identify opportunities to involve alumni in the careers programme
  • Ensure a database of alumni is available to ensure alumni offer a range of advice around careers and university destinations.

Wellbeing & Safeguarding Coordinator will:

  • Risk assess all activities which involve pupils working with external visitors on the premises or attending careers events.

Counsellors will:

  • Support teaching staff to support additional needs pupils or pupils who have difficulty identifying appropriate next stages through options or third level opportunities.

School Board will:

  • Approve and oversee this policy

 

Monitoring date: 1/09/2022

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