Personal Career/Transition Planning

Noreen McElroy, Principal

Elaine Corps, CEIAG co-ordinator

Erne School, Enniskillen

School in Context

Location – Shared site with Elmbrook School,

Enniskillen

Enrolment: 2001- 116 pupils 2011 - 90 pupils

Profile: MLD

Amalgamation with Elmbrook School: September 2012

Vision

In Erne School our vision for careers

education, advice and guidance is that all

students are equipped with the skills and

knowledge to help them make a smooth

transition from school into the world of work.

The starting points (2007)

New member of staff given responsibility for CEIAG.

Training and support put in place.

Careers Education Development and Review audit

conducted.

Teacher released for training.

Membership of CEIAG sub committee as part of the

Fermanagh Learning Community.

CEIAG audit completed.

ETI assessment tool findings

Roles and Responsibility of key staff needed to be clearly defined.

Whole staff awareness identified as a priority.

Resource needs identified.

Personal Career planning systems needed to be developed.

CPD identified as a priority.

Governors/Parents needed to be kept informed and included in the process.

CEIAG/Transition developments.

CEIAG/Transition – SDP.

A CEIAG action plan drawn up in consultation with

SMT/key staff.

CEIAG Policy review initiated.

On Agenda of staff/SMT / Governor’s meetings.

Parents kept informed of developments.

Staff Awareness

Presentation to all staff to raise awareness of

STEM/CEIAG and the implications for all teachers.

Whole staff training on the remit of CEIAG sub

committee group of Fermanagh Learning Community

(FLC).

Staff involved in the review of the CEIAG and work

Related Learning Policies.

Role of the CEIAG co-ordinator

Job description clearly defined

Co-ordinate CEIAG provision throughout the school.

Liaise between, train and support staff involved.

Liaise with outside agencies/organisations involved.

Keep up to date with current guidelines, LMI, and good practice through membership of FLC

Ensure every pupil has the skills, training, information and experience to reach their full potential after school.

Provide CEIAG assemblies on transition/work experience

Role of the Form /Subject Teacher

Responsible for developing the format for the

Personal Career Planning (PCP) in consultation with

the CEIAG teacher

Complete PCP with each pupil

Identify career opportunities within their subject area

and highlight them as an integral part of their lessons

Contribute to the whole school STEM display board

Highlight and amend teaching plans to show the

inclusion of STEM/CEIAG

How KS4 Curriculum supports effective transition

Vocational GCSE /entry level certificates courses, eg occupational studies, horticulture, Maths for Life, English

ASDAN

Careers education and Guidance

Work experience

Enterprise project

LLW

Visits to employers

Supported by community agencies/services

Taster Days at SWC

Visitors from industry and businesses

FEST/Financial Capability week

Residential

Development of Employability Skills

Basic social skills are at the core – targets set bi-annually

LLW particularly employability/PD

Stem skills promoted

Taught in CEIAG lessons and every subject across the curriculum

Basic literacy and numeracy are prioritised – target setting bi-annually

Course selection, using LMI to inform.

Work Experience

At the end of Y11, work experience discussed and pupils look for placements during summer/ consider a summer job

Meeting arranged with pupil, parents, staff and careers advisor in September to select placements.

Need for support of classroom assistant or shortened placements considered for some pupil.

All pupils are visited during placement to ensure suitability and quality of provision.

Pupils are debriefed on return to school and all relevant findings are used to inform future planning and PCP’s.

Pupils share their experiences with the school community at assembly.

The Transition Process

Years 12/13/14

Sept-definite leavers identified in consultation with staff, parents and pupils

Meeting 1st term with all agencies

Transition Information evening in the 2nd term for pupils/parents

Visits to all providers arranged by transition officers

Timetable of support outlined by transition officers

Leavers Conference in June to finalise all details and support

Personal career planning

New format introduced

Starts in year 8.

Shows relevant progression in detail.

Used to inform annual review of the transition plan.

Continuously collated with work experience data to form a cohesive profile.

Role of the Careers Officer

Starts in March of year 10- transition planning and subject options selection.

Input in Sept of year 11 – combined with planning work experiences.

More input in year 12 using the “traffic light scheme” to assess needs of pupils.

Kenny Maguire in school Wed am every other week.

Involved at Transition Planning meetings in years 10, 12 and 13.

Pupils and parents given Careers officer’s contact details

Careers officer contact details displayed in school.

Pupils and parents encouraged to use the internet to inform Career planning.

Collaboration with Colleges and other schools

Year 11- 1 day per week (SWC)- accredited

vocational courses

Year 12- 1 ½ days per week (SWC)

Year 13- 2 ½ days per week (SWC)

Pupils accessing GCSE subjects at mainstream

Pupils accessing Essential Skills at South West

College

How Post 16 Programme prepares pupils for life after school

ASDAN PSD:

Independent Travel

Services to support pupils

Leisure Time

Personal Safety

Healthy Living

Preparation For Work

Using Technology in the home and community

Environmental Awareness

Work experience

Leaver’s choices

Employment

Training For Success

FE College courses

ASDAN SW College(3 day)

ASDAN SWC +2 DAY Supported employment

Rutledge Training

Agriculture College

Parkinure College

ETI survey findings (2010)

The very good quality of the policy and planning for

CEIAG

The wide range of up-to-date, well organised,

relevant guidance and reference materials, that are

used well throughout the school

The senior pupils, knowledge and understanding of

their post-school opportunities; and

The well developed, effective partnerships with

external agencies, including employers

Our evaluation.

Higher than average success rate for pupils gaining employment

Individualised programmes are at the core of provision

High level of monitoring and challenging pupils towards their optimum performance

Realistic relevant target setting.

Areas for development

Outlined in the three year strategic development plan.

Information evening for parents on how to use the internet to provide life long CEIAG for pupils.

Staff training on how to use “Jed“, “ Pathfinder” and other internet resources.

Continue to annually monitor and review the continuously changing needs and aspiration of our pupils and adjust our courses and schemes as required.

Challenges

Changing needs of our pupils

Lack of suitable courses in FE

Lack of support in training courses

Lack of incentives for employers

Provision of C.A. support for work experience

Falling roles means less choice for pupils

Staff need to be increasingly adaptable and multi-

skilled.

Related Documents

Institute of Career Guidance

Preparing for Success - DE CEIAG Strategy (2007)

School related policies

Evaluating the quality of CEIAG provided by schools - Chief Inspector’s Report

Entitlement Framework

Every School a Good school

Together Towards Improvement – ETI

37 policies essential for successful management of careers

ETI - The Self Evaluation Process of CEIAG