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The Oaks Secondary School

Policy for Careers Education Information and Guidance

(including enterprise education and work experience)

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CEIAG POLICY

This policy will be reviewed annually and should be read in conjunction with the CEIAG and Enterprise action plans.

DATE OF POLICY: September 2015

DATE OF REVIEW: July 2016

DATE OF REVIEW October 2017

Member of staff responsible for Policy: L.Davis

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ENTERPRISE, CAREERS EDUCATION INFORMATION, ADVICE AND GUIDANCE (CEIAG), AND WORK EXPERIENCE POLICY

Statutory duty

The statutory duty requires governing bodies to ensure that all registered pupils are provided with independent careers guidance from year 8 (12-13 year olds) to year 13 (17-18 year olds).

The governing body must ensure that the independent (1) careers guidance (2) provided:

• Is presented in an impartial (3) manner

• Includes information on the range of education or training options, including apprenticeships and other vocational pathways

• Is that which the person giving it considers will promote the best interests of the pupils to whom it is given.

1 Independent is defined as external to the school. External sources of careers guidance and inspiration could include employer visits, mentoring, website, telephone and helpline access. Taken together, these external sources could include information on the range of education and training options, including apprenticeships.

2 ‘careers guidance’ refers to a coherent programme of activities that inform, inspire and motivate young people, preparing them for work and helping them to understand where a range of education and training choices could take them in the future.

3 Impartial is defined as showing no bias or favouritism towards a particular education or work option.

Introduction.The Oaks is a school for pupils with special educational needs aged 16-19. Students in the 6th form have severe or complex learning needs. We aim to maximize the achievement of every student. At the heart of the school ethos is the notion of creating a positive learning environment where students have a sense of belonging to the school and wider community, and they develop a healthy respect for themselves and that community. The curriculum of The Oaks will enable students to access a wide range of opportunities that allows them to develop the confidence to make the most of their abilities. As a school we have a responsibility to prepare students for the time they enter the wider community either through employment, further training or continued education. A key element of this preparation comes through the delivery of a coherent Careers Education Information, Advice and Guidance Programme.

The delivery of this programme will support not only the central aims of the school, but will reflect the growing awareness amongst parents, students, staff, colleagues in the support agencies, employers and the wider community that the years spent in secondary education are no longer just concerned with the acquisition of qualifications, but are increasingly about the preparation for the world of work and life-long learning.

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CEIAG provision is targeted to the specific needs of all learners, group sessions are either led by internal knowledgeable staff members or experts external to the school, in all cases the information, advice and guidance will be impartial and will meet the needs of the young people.

The Oaks works in partnership with impartial, external and expert careers guidance providers, most notably the Improving Progression team, to ensure pupils get good advice on the full range of post-16 options. The statutory guidance makes it clear that face-to-face careers guidance can help pupils, particularly those from disadvantaged backgrounds to make informed choices and successful transitions. All students in key transition areas such as year nine and year eleven will have 1:1 interview sessions both with a member of school staff and with a member of the Improving Progression Team. For some students in year fourteen 1:1 sessions will also be appropriate. All students will have interaction with external careers experts through assemblies, class sessions and small group activities. Students also receive independent careers advice from staff in school who are trained learning mentors, whose role it is, is to support and encourage students to follow a route that will help them fulfill their potential. These sessions reinforce work that has been undertaken during CEIAG lessons and in their interviews with Improving Progression case worker.

A young person’s career beyond school is broad and diverse and reflects the progress they make in learning and work throughout their lives. It is part of the vision and mission of the Oaks Secondary School that all learners receive a planned programme of activities to help them choose 14-19 pathways that are right for them and to enable them to manage their careers, sustain employment and achieve personal and economic wellbeing throughout their lives.

The school endeavours to follow best practice guidance from the Department for Education and other expert bodies such as Ofsted and The Department for Business Innovation and Skills, professional bodies and other published research as it is available.

The Oaks Secondary School is committed to working towards a Quality Award for Careers Education, Information, Advice and Guidance. We have already achieved the Level 1 award and are working towards completing Level 2. This has involved creating an audit and action plan in order to address the findings and to develop CEIAG within school. We will use the Gatsby benchmarks to measure the success of CEIAG across the school.

The Oaks will support the formal entitlement Enterprise Education for KS4 students (Based on the Howard Davies recommendations and Enterprise Learning outcomes - Appendix B)

ImplementationThe Careers Coordinator will manage the careers education programme and be responsible to the Assistant Head of Key stage four. CEIAG is supported by a link Governor: Mr R Patel.

Work experience is planned and implemented by the head of Key stage four who works closely with the Durham Enterprise Business Partnership or the North York Business Enterprise Partnership to ensure the correct insurance and health and safety procedures are in place.

All staff will contribute to CEIAG through their roles as tutors and curriculum subject teachers. Specialist sessions are delivered by the CEIAG team led by the Careers Coordinator. The CEIAG programme is planned, monitored and evaluated by the Careers Coordinator in consultation with the senior leadership team. Careers information is available in the careers classroom and via the school website. As part of the drive to improve CEIAG all staff have had

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an input into schemes of work to include how their subject relates to future skills and careers and have identified how their subject can have an effect on the development of students employability skills and also how their subject relates directly to a range of different careers.

AimsLearners are entitled to impartial and confidential CEIAG which is person-centred, delivered by trained staff and which meets professional standards of practice. Activities will be integrated into the curriculum and based on a partnership with learners and their parents/carers. The programme will raise aspirations, challenge stereotyping and promote equality and diversity.

In the light of initiatives and most importantly the National Quality Standards for IAG there is a need to make the school position clear. The Careers team has established three broad aims that run through the CEIAG programme. These aims are recognized nationally as an appropriate mechanism, used extensively in many LEAs and supported fully by the National Association of Careers and Guidance Teachers, CXK and KCC.

1. Self Development – to understand themselves and the influences on them2. Career Exploration – to investigate opportunities in learning and work3. Career Management – to make and adjust plans to manage change and

transition

Implementation of the Gatsby benchmarks 1.A stable careers programme 2.Learning from career and labour market information 3. Addressing the needs of each student4. Linking curriculum to careers 5.Encounters with Employers and Employees 6. Experiences of workplaces.7. Encounters with further and higher education. 8. Personal guidance.

Guiding PrinciplesThe school recognises the following principles, that CEIAG :

-is not just about finding a job but is concerned with preparation for life. -should be long term and continuous.- should be educative in nature and have clearly defined aims.- should be a developmental and positive process which allows for the individual development of our students.-should encourage students to ask, “Who will I be?” not "What will I be?”-should be an essential and integral part of the school's curriculum and be given the time and space for effective delivery.- should help to motivate students by helping to make school and the education process more meaningful.- should be impartial and be in the best interests of the students and should not seek to promote the interests of the school above those of the students.

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Careers Education Information, Advice and Guidance ProvisionThe provision and support for students is provided to students from Years 7 – 13. and becomes more focused at specific times relevant to choices and decisions that need to be made. The development and delivery is coordinated by the Careers Co-coordinator with support from the SMT. As a matter of policy this is a flexible and personalized approach, each year resources will be monitored and feedback sought from learners and tutors to drive continual improvement.

The scheduled procedures for students within each Key Stage are as follows:

KS3 ProvisionThe Statutory Duty to provide CEIAG starts from year 8, however at The Oaks Secondary School we believe it is important to begin Careers Education and Information from year 7. Careers Modules on Self Awareness, Job profiles, Gender Stereotyping and Decision-Making are delivered currently through the teachers during one lesson a week, via the careers booklets and other resources. Furthermore to support option guidance there is a Year 9 choices evening where students and their parents can explore the courses available at Key Stage Four and where they are invited to attend an individual interview to help to manage the choices process.

Searching the National Careers Service website and other careers planning websites to produce various job profiles.

Dispelling gender stereotypes in employment. Understanding what employability skills are and how to develop them. An introduction to and advice on subject choices and subject selection by tutor. Advice provided by subject teachers on subject choices. Supplementary advice on subject choices from the school-based options booklet. An interview with each student and their parents to plan their KS4 options Introduction to Local and National labour market information Individualized support at key times throughout the students school career. Learning Mentor appointed through the CHAD scheme during Year 11.

KS4/5 ProvisionCareers Modules on Opportunity Awareness and Transition Learning are delivered

during a timetabled lesson

An introduction to action planning, recording achievement and advice on subject selection.

A Choices Evening for parents/carers and students with school staff. Group talks with external experts on action planning, career path development

and interview preparation. Individual interviews arranged by the tutor and/or KS4/5 team for specific

students. Completion of accreditation or external exams at either, Entry Level or GSCE.

BTEC equivalent qualifications depending upon individual level of the student. The BTEC Workskills programme comprises 8 key units and is offered as part of

the school options programme, The units are based on the key skills that students need to develop to meet their aspirations.

Some students, for whom this level of work is not appropriate, will follow a careers based accredited course through ASDAN.

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For some students it may be appropriate to follow a programme of study related to the AQA PSHCE award which is available at a variety of different levels.

All students in key stage three and four have the opportunity to complete an ‘All about me’ document which enables them to take full part in their person-centred review and helps professionals to identify outcomes that will help individuals to work towards their aspirations.

Students are supported to develop their understanding of local and national labour market information.

Pupils are taught how to produce and maintain a good CV during lessons and during employability week.

Pupils are supported through application and interview preparation. School provides information about the various options available, Sixth form,

college, traineeship, apprenticeship etc. School hosts and facilitates a Careers Evening which is attended by all local

providers including social care and alternative provision organisations. Students have a 1:1 Interview with the Improving Progression team prior to

transition. Students have an appointed Learning Mentor Students participate in an Employability week

Work ExperienceWork Experience opportunities exist for students at The Oaks School in Year 11 and Year 14. Work Experience for Year 11 is flexible and can be either on a regular basis (eg. one day a week) or a block placement during the Autumn term. The work experience placements can be internal or external

A record of all students work experience is kept by the Assistant Head of Key stage four. This information is used to support students during transition to further education placements. Parental permission is sought as are meetings with the Education Business Partnership team during the summer term when students are in Year Ten. This enables students to have plenty of opportunities to research different types of placements or organise their own work experience placement based upon their future career and further educational career aspirations.

All work experience is administered and sanctioned through the Durham Education Business Partnership or NYBEP(North Yorkshire Business and Enterprise Partnership

Links with other policiesThe policy for CEIAG supports and is itself underpinned by a range of key school policies especially those for teaching and learning, assessment, recording and reporting achievement, citizenship, work related learning and enterprise, special educational needs and disability, equality and diversity, gifted and talented, looked after children and PSHE

Professional developmentThe Careers Coordinator; has undertaken suitable training and professional development to ensure that they are able to manage their responsibilities. The Careers Coordinator will attend all relevant CEIAG training opportunities and network meetings to update knowledge and skills and disseminate information relating to CEIAG throughout school by way of meetings, briefings and staff training.

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There are annual updates and training opportunities for all school staff. An assessment of whole school staff training needs is done annually or more frequently by request. Staff training needs relating to CEIAG are identified by the Careers Coordinator in conjunction with the PSHE Co-ordinator or by individual request. The school endeavours to meet training needs within a reasonable period of time.

ResourcesFunding for running costs is allocated in the annual budget planning round. Funding for curriculum team activities comes from the curriculum team allocation, funding for WRL and EE comes from the Enterprise allocation and from EBP grants that have been applied for and successfully attained. Resources for enterprise activities have also been realized through Friends of the Oaks charity organisation. Sources of external funding are actively sought and have been achieved through work completed in the school garden in association with Cummings engineering and Barclays bank. Profits from enterprise activities run in school, i.e. the school tuck shop, the school garden and enterprise week have been used to further develop enterprise activities in school.

Curriculum ProvisionThe School offers activities (listed below) that contribute towards work related learning, helps to prepare students effectively for adult and working life. These activities complement subject teaching, contribute towards the development of students’ key skills and wider key skills such as working with others, improve own learning ICT and communication skills as well as contributing to lifelong learning opportunities.

Students have access to the school’s CEIAG and Enterprise Learning Provision through:

KS4 – Enterprise/Business courses: Students learn about work and prepare for work through planned activities to develop skills for enterprise and employability. Key learning outcomes include understanding and discovering the World of work, researching a chosen profession and writing their own CV. This is achieved through ASDAN courses at appropriate levels. Some students complete the World of Work section as part of their ASDAN COPE award. Others in Key stage Four choose an Enterprise Level 1 and 2 qualification through the EDEXCEL BTEC course. This is attained by completing a number of different modules and these modules contribute to an overall BTEC Workskills award. Some students complete an Entry Level qualification through the Northern Open College Network that enables them to complete units concerned with developing financial literacy, teamwork skills, completing an Enterprise project and developing customer service skills.

KS3/4/ – Progress File : Students start to develop their progress file in KS3 which includes their CV and any awards or certifications they have been awarded both internally and externally.

The range of additional activities the school is using in order to help meet this policy’s objectives includes:

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Vocational courses and qualifications Extended work placements (organised by Learning Support as part of a student’s

personalised timetable or by links with Bishop Auckland College) Linked College courses Visits to employers Make your mark challenge Enterprise projects, problem solving and work activities Personal, Social, Health and Citizenship Education Enterprise Education days Visitors from Industry and Business Extra curricular activities, such as the ‘Young Enterprise’ initiative Class based jobs such as answering telephone or taking the register. School based jobs such as monitor duties e.g tuck shop duty, school buddy duty or

assisting the school caretaker. Take part for a tenner in family group activities Future Business Magnates National Careers week

CEIAG and Enterprise Learning within the school enables each curriculum area to make a full contribution through:

1. The development and delivery of schemes of work that recognise the importance of Work Related Learning and Enterprise Education in preparing students for adult and working life;

2. Ensuring that all students have access to some work related activities which are appropriate to their needs;

3. The use of enterprising teaching and learning strategies;4. Ensuring maximum understanding for students of the various aspects of work

related learning to adult and working life;5. Ensuring continuity and progression in schemes of work, so that all students can

build on work related and enterprising experiences from previous levels.

School Links The table below shows how links with a variety of organisations enriches the CEIAG, Enterprise and Work Related Learning progammes in school.

Organisation Examples of how partnerships/links will be strengthened/developed

Local Businesses/Employers/Organisations

Building up a database of businesses and organisations that are willing to become work experience placements organisations and also are prepared to contribute to the extended work experience programme. Entrepreneurs and local businesses have also come into school and took part in question and answer sessions with the students.AssembliesAttendance at Employability weekVisits to local businesses. Students have organised an afternoon tea to which over 70 employers were invited.

Other partner schools and colleges Business and Enterprise activities/events with partner schools/colleges focussing upon WRL and EE. The

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Oaks have taken part in county wide competitions and some of our students have taken part in a NFTE (National Federation for Teaching Enterprise) qualification through Ferryhill Business and Enterprise College. Students take part in the Future Business Magnates competition organised through Durham County. Various visits to careers fayres and visits to further education establishments as well as taster sessions at college.

Improving Progression team Increased collaboration between school and the Improving Progression team in order to ensure the transition and careers advice to students is bespoke and personalised. 1:1 interviews with students and attendance at EHC plan review meetings

Make Your mark Challenge Involvement in the annual enterprise week event, for example running competitions and taking part in national Enterprise competitions. The school also has two days of Enterprise activities which involves the whole school and helps establish links with local businesses and also people in the wider community.

Young Enterprise The school has run some young enterprise activities in the past as part of Enterprise week.

Sedgefield Council Enterprise advocate has regularly attended school as part of Enterprise Learning Partnership.

Bishop Auckland College New College Durham Houghall College Darlington College

Frequent liaisons and meetings between school and college to transfer valuable information to further education providers. Data sharing agreements with local and further education providers.

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Long Term PlanningCEIAG has changed significantly in recent years in schools and The Oaks Secondary School aims to be at the forefront of any future developments.

Initiatives from national and local government have meant that schools have to reconsider the nature, timing and priority of their CEIAG in the curriculum. An audit has been completed to ascertain what career related learning is taking place across the curriculum. The Careers coordinator will carry out an audit annually which will inform the action plan to ensure that CEIAG is person centered and will meet the aspirations of all our learners.

The Careers coordinator will pursue excellence in CEIAG as part of the action plan. The long term goal of the Oaks School is to gain the benchmark award in CEIAG provision, this is a three year programme and is designed to ensure that the advice and support that our students are provided wit is outstanding at every level. The school has already completed level 1 and will strive to complete level 2 by March 2018. We will then have a further year to gain the award.

Key StaffHead teacher: Mrs Andrea EnglishLink Governor: Mr R PatelCareers Coordinator: Ms Lorraine Dando PSHE Coordinator: Mrs Catherine De MuschampSpecial Education Needs and Disability Coordinator: Mrs H CrawfordHead of Key Stage Four: Mr Lee Davis Work Experience Coordinator: Mr Lee Davis

ApprovalsHead teacher: …………………………………………………………………….Link Governor: ………………………………………………………………….Careers Co-ordinator: ……………………………………………………Date of next annual review September 2018

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Appendix A

Elements of provision for all students

Suggested minimum Through this provision students can:

1. Recognise, develop and apply their skills for enterprise and employability.

Students have the opportunity to develop and apply their skills in at least two work-related activities. Students have at least one opportunity to discuss the skills developed across the whole of their work-related programme.

describe and demonstrate the main qualities and skills needed to enter and thrive in the working world

evaluate the usefulness of a range of employability skills

assess, undertake and manage risk, and make decisions in conditions of uncertainty

collect relevant evidence and use it for making decisions

show leadership, management, drive and self reliance when working on tasks and in teams

demonstrate innovative approaches to solving problems.

2. Use their experience of work, including work experience and part-time jobs, to extend their understanding of work.

Students have the equivalent of at least half a day for debriefing and follow-up of work experience and/or part-time work.

give an account (in any medium) of their work placement or part time job identifying what they have learned about work

apply some of the learning gained from work experience to their key stage 4 courses and their career planning

analyse what motivates people for work demonstrate an understanding of the main

changes happening in the world of work.3. Learn about the way

business enterprises operate, working roles and conditions, and rights and responsibilities in the work place.

Students have at least two curriculum activities that develop their understanding of business and work.

outline the main types of business enterprises and the key roles within each

give examples of employers’ and employees’ rights and responsibilities at work, particularly in relation to equality of opportunity, respect for diversity and health and safety

demonstrate a basic knowledge and understanding of a range of economic concepts

describe some ways that working conditions changed during the last century and give some reasons for the changes.

4. Develop awareness of the extent and diversity of local and national employment opportunities.

Students undertake at least two tasks that investigate labour market information.

explain the chief characteristics of employment, self-employment, unemployment and voluntary work

recognise the concept of the labour market (local, national, European and global)

describe the main trends in employment in their local area and relate these to their career plans.

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Appendix B - Enterprise Learning Outcomes

Key outcomes Enterprise capability

Supportive outcomesFinancial capability

Supportive outcomesBusiness & economic understanding

Knowledge & understanding

e.g. innovation, risk, managing change, personal effectiveness

e.g. money, credit, investment, costing projects, personal finance

e.g. market, competition, price, efficiency, growth

Skills e.g. decision-making, leadership, managing risks

e.g. budgeting, financial planning, personal risk management

e.g. decision-making, investigating simple hypotheses

Attributes e.g. self-reliance, ‘can-do’ attitude, ambition, pragmatism

e.g. taking responsibility for outcomes of financial decisions

e.g. taking an interest in business and economic issues

Key: EC Enterprise Capability E&BU Economic and Business Understanding

FL Financial capability

Enterprise Knowledge and UnderstandingObjectivesWhat are the intended learning outcomes?

To understand simple economic principles e.g. inflation, supply, demand, costing, pricing.

E&B U To understand ways in which people organise themselves to achieve enterprising

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outcomes (either in business, community or other contexts). EC To understand the importance of key factors in achieving enterprising outcomes e.g.

ideas, innovation, design, creativity, risk. EC To understand key principles of planning an enterprise (including business planning).EC, E&BU, FC To understand money, currency and methods of payment for goods and services. FC To understand financial aspects of credit, loans, investments and interest. FC To understand key issues relating to the effective management of people. EC To understand principles of marketing, and market research.E&BU To understand the importance of the ‘customer’ or ‘client’.E&BU To develop understanding of key factors in producing a product e.g. design, the

production process, quality, and distribution. E&BU

Enterprise Skills

Objectives - What are the intended learning outcomes?

To practise problem solving, generating creative ideas. ECTo practise decision-making.EC, E&BUTo practise proposing ideas, persuading and negotiating with others. ECTo practise planning an activity, or process.EC, E&BU, FCTo practise setting clear goals or targets for achievement. EC, E&BU, FCTo develop and practise ‘selling’ skills. ECTo develop the ability to produce a simple ‘budget’. FCTo use budgeting to create a financial plan for an enterprise.EC, E&BU, FCTo develop the ability to take financial decisions and assess financial risk in an enterprise.EC, E&BU, FCTo develop and practise presentation skills. ECTo develop and practise leadership skills. ECTo practise working and co-operating effectively in a team. ECTo develop and practise skills in managing people.

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EC

Enterprising Attributes

Objectives - What are the intended learning outcomes?

To undertake activities which require students to show flexibility, versatility, and the capacity to change and adapt.

EC To undertake activities which require students to show initiative and resourcefulness in

order to achieve outcomes. EC

To undertake activities which require students to show confidence in order to achieve outcomes.

EC, FC To undertake activities which are sufficiently challenging to require positive attitudes in

order to achieve outcomes. EC To undertake activities which require students to take responsibility in order to achieve

outcomes. EC, FC To undertake activities which require students to exercise a degree of financial

responsibility. FL To undertake activities which require students to consider the implications of financial

decisions on other individuals, business, and the community (local, national, or global). FL, E&BU To undertake activities which require students to show determination and

perseverance in order to achieve outcomes. EC

To undertake activities, which require students to achieve outcomes under reasonable time pressures – meeting deadlines.

EC, E&BU To undertake activities in which quality outcomes require hard work and application. EC, E&BU, FC To undertake activities in which students are given opportunities to show creativity. EC, E&BU, FC