Careers Education, Information, Advice and Guidance

Our Careers Lead is Tracey Robinson: you can contact her via the School Office

High-quality careers guidance is important for all children and young people, including those in special schools.  It can help to address social inequality by helping children, young people and their families understand the full range of options available to them, and how they can make the most of them.  Young people with SEND are less likely than their peers to be in sustained education, employment or training, meaning high-quality careers guidance is particularly important for these young people.

Current guidance on careers

The National Careers Strategy and statutory guidance highlight the importance of careers guidance for children and young people with SEND and make it clear that all young people should be helped to achieve their aspirations and build a career.

The statutory guidance on careers was strengthened from January 2023 to specify a minimum number of ‘meaningful encounters’, and how and when they should take place.  All maintained schools and academies must provide 6 encounters with a provider of technical education or apprenticeships for learners in Years 8 to 13.

As well as adopting the Gatsby benchmarks, the National Careers Strategy highlights the importance of careers guidance for young people with SEND being aspirational, personalised and well-informed. The Gatsby Foundation and Careers Enterprise Company (CEC) have also published good practice guides, which aim to support special schools in applying the Gatsby benchmarks to their setting

The eight Gatsby Benchmarks serve as a framework for world-class careers provision and have been adopted as part of the Government’s Careers Strategy, statutory guidance for schools and guidance for colleges.  In addition, The Careers & Enterprise Company now supports the implementation of the Benchmarks in education with a national network of support, resources and targeted funding.

The eight Gatsby Benchmarks of Good Career Guidance are:

  1. A stable careers programme
  2. Learning from career and labour market information
  3. Addressing the needs of each pupil
  4. Linking curriculum learning to careers
  5. Encounters with employers and employees
  6. Experiences of workplaces
  7. Encounters with further and higher education
  8. Personal guidance

Click here to explore each Benchmark in detail.

Employers supporting Humberston Park School with engagement activities.

The Careers Programme is updated annually in February.

Feedback is sought via regular surveys from staff, students and parents/carers.

Careers Education PAL Policy 2024

Our Strategic Careers Plan

The aim of our Strategic Careers Plan is to enable the Careers Leader to implement a progressive careers programme, which:

  • is aligned to the School’s priorities
  • meets the needs of ‘each & every’ pupil
  • tracks the intent and impact of careers provision

Our Strategic Careers Plan includes timeframes, responsibilities, and evaluation plans.  It contains all the information needed to lead improvements in an inclusive careers provision, and covers the following key areas:

  • Purpose and values
  • Careers provision statement
  • Current situation
  • Strategic objectives
  • Action plan for success

Purpose and Values

Humberston Park School aims to provide a place where pupils can achieve their full potential, whilst engaging in creative and enjoyable learning activities that are of functional value to them now and in their future lives.

Our values at HPS are:

Inclusiveness…enabling each pupil to take an active role in their social environment, at home, at school and in the community, according to socially accepted standards of behaviour, and to create an awareness of moral and cultural values.

Independence…maximising each pupils capacity for independent living, their full potential for intellectual and physical development and their ability to act autonomously.

Enjoyment…increasing every pupil’s capacity for enjoyment through the provision of creative and meaningful experiences.

Careers Provision Statement

Here’s what our careers statement looks like for the pupils…

B is for believing in yourself and always believing you can

E is for experiences of work-related learning and enjoyment

Y is for your journey through school and your next steps

O is for opportunities and preparation for adulthood

N is for nurturing your individual talents to succeed

D is for discovering and developing the amazing skills that you will learn along the way

Our ideas for future careers provision…

Moving forwards we’ll continue to maintain and develop our range of partnerships between pupils, parents/carers, staff, trustees, and our community as a whole.

Pupils will be given opportunities for meaningful, purposeful and functional experiences throughout their time at Humberston Park School to help them discover, learn and experience career-related learning.  Building on the School’s purpose and culture of reflection, learners will feel that they can make real and tangible contributions and genuinely feel valued as individuals with a ‘voice’ through experiential, engaging, and targeted careers learning opportunities relative to their needs and aspirations.

  • Experience for Life [EfL]

Learners following this curriculum journey will have focused opportunities to ‘experience’ and ‘engage’ within career-related learning, by taking part in activities and experiences that will help enrich their lives at a level that has real meaning for them.

  • Learning for Life [LfL]

Learners following this Journey will focus more on ‘participation’ aspects in careers-related learning, utilising work-related experiences and opportunities to further develop their independent living and social skill sets.

  • Skills for Life [SfL]

Targeted and more formal careers learning is available to these pupils who can apply themselves in activities to further improve their life skills, independence and work-related skills that will support them with their opportunities/decisions for ‘Next Steps’ in the world of work.

Reviewing Current Provision

We review current careers provision through:

  • Completing Compass.
  • Carrying out a SOAR analysis (looking at its existing Strengths, Opportunities, Aspirations and Results).
  • Local context: LMI, growth sectors, FE/HE provision, etc.
  • Collecting and Reviewing Evidence, including Feedback, Careers Knowledge & Skills, Education Engagement and Destinations Data.

Humberston Park School Gatsby Benchmark [GB] Scores

 

Current Compass Score

 

GB1

29%

GB2

4%

GB3

100%

GB4

100%

GB5

25%

GB6

62%

GB7

81%

GB8

0%

 

Priority Benchmarks

 

GB1GB5GB8

 

Careers Provision: Strengths-Opportunities-Aspirations-Results SOAR

Strengths

Strong Post-16 provision

Plans to strengthen employer engagement

Aspirational career lead with SLT engagement and support

Internal work experience opportunities

Actively engaged with the career’s hub

Opportunities

Support in place to expand careers across the whole school: –

Supporting individual learner journey’s

Develop knowledge and understanding across students and staff

Staff and students understand how work-related learning is encompassed in all activities

Compass Plus – Opportunity to track students through their journey at Humberston Park School (Capture careers related learning) and beyond

Future skills questionnaire – tracking skill development

Careers Hub support and services

Parental engagement

Further engagement with employers

1:1 guidance, Career Lead undertaking Level 6 CEIAG training to support robust 1:1 interaction.

Aspirations 

Strategy and action plan to provide a clear pathway and direction for the school

Other school staff actively engaged and understanding careers/ work- related learning

Identifying students capable of employment at an earlier age

Job coaching offer to support work experience programme

Embed supporting work experience in years 13/14 – explore, develop, maintain engagement with careers.

 

Results

Destination data – more students into employment/traineeships/work experience and employment encounters

Students, staff and parental engagement and understanding of pathways

Future Skills Questionnaire – progression/understanding

 

 

Key priority/action areas from SOAR:

  • GB1 Policy development and School website
  • GB1 Curriculum design and implementation of work-related learning, with annual reviews to measure impact, measuring impact/compass+
  • GB4 Staff training knowledge and understanding
  • GB5 Meaningful encounters with employers to better understand career paths open to them

Labour Market Information [LMI]: Local and Regional Context

Why LMI is important: LMI is pivotal to effective careers practice because high quality, impartial, current, expert knowledge about the labour market distinguishes careers support from other types of helping.

A careers practitioner or teacher is likely to use LMI every time they interact with someone seeking help.  Questions about course choice, self-employment, how much money could be earned in a particular job, where the local job vacancies can be found, what will the ‘hot jobs’ be when they leave education?  None of these questions or issues could be addressed without LMI.  LMI can help to demystify the world of work and can help individuals achieve their career goals.

There are different types of labour market information:

  • Hard LMI’ typically refers to data gathered directly from the labour market and / or employer surveys on a geographic and / or sector basis to provide a statistical picture of current and likely future employment and skills trends.
  • Soft LMI’, in contrast, refers to information collected from a range of other, less official sources, like meetings or conversations with employers, or the experiences of particular jobs provided by people working in those jobs.

Greater Lincolnshire Local Enterprise Partnership has identified a number of sectors identified as a priority for the region. Please see below for the link for the region.

The school will work with the careers hub to ensure that our students have ample opportunities to engage with these sectors as appropriate. This will ensure we will work towards preparing a workforce for the future.

Greater Lincolnshire Local Industrial Strategy

Our Strategic purposes

  1. Create whole school Careers pathway and work-related learning curriculum, complete with mapped learning experiences for each pupil to achieve full potential. Programme to be launched to both internal and external stakeholders.
  2. Embed process for obtaining feedback from pupils to ensure functional value now and for the future. The impact of the Careers BEYOND Programme, utilising destinations data and Future Skills Questionnaire.
  3. Creation of a Careers Parent/Carer Engagement Plan offering opportunities to shape and be involved in the Careers BEYOND Programme.
  4. Create employer links and build community partnerships to complement school curriculum and provide meaningful experiences for pupils.

Humberston Park School Strategic Careers Plan 2024-2025

Statement of Purpose for Careers at HPS

  • Pupils will be taken on a meaningful journey throughout their time at Humberston Park School, being provided with opportunities which support them to discover, learn and explore the skills for life, work and independence.

Career Lead

Tracey Robinson

Plan Created & Approved by Leadership

24/2/2024

Approved by Trustees

 

Review Date

February 2025

Strategic Careers Plan for Academic Year 2024 – 2025
ObjectivesActions, including CPDResponsibility

Due

 

Expected OutcomesProgress
Create individual pupil’s Careers Learner Journeys.To develop a careers curriculum across each of the key stages with learning outcomes.TR
CDR TEAM
July
2024
A learner journey for each curriculum pathway, complete with learning outcomes. In a format that can be presented to all stakeholders. 
Improved knowledge and understanding.Training to support with staff engagement in the programme.TR
Vicky Booth
June 2024

Launch new curriculum at the training, staffing lead identified to lead at each phase.All staff have access to a range of resources that are positively shared and staff feel confident to use them/develop employer encounters.

 

 

All staff see themselves as teachers of careers. They are able to knowledgeably support pupils with next steps and raising aspirations.

 

Support development of careers resources within Key Stages.

 

TR

 

June 2024

 

Positive feedback from all stakeholders that is used to review and re-shape the careers programme. 

Embed process for obtaining feedback.

 

Set FSQ to Year 7 pupils during key transition phases.  Issue parental and employer feedback questionnaires that are supported by further opportunities.

Annual review of destination data resulting in positive actions/outcomes.

Audit termly careers activity across the curriculum to provide robust evidence for careers activity.

TR

October 2024

 

A clear plan of what the school want/need from employers.

An Events Calendar.

Meaningful encounters for all.

 
Create a Business & Parent/carer Engagement Plan for academic year 2024/2025.

TR attend employer networking events TR to create a business engagement plan engage new employers into the Careers Journey programme.

Create adapted careers fair for the School. 

TR

July 2024

 

Obtain parental understanding and feedback to measure impact.

Strengthen and develop networking opportunities through SEND CoP, Cluster meetings and NE Lincs events as appropriate.

 
Create vocational profile and learner evidence portfolios.

Engage with parents and Enterprise Adviser to develop business links that provide meaningful learner encounters at key transition phases supporting learners with best next steps.

 

Involvement with careers hub cluster activity where possible to support networking opportunities.

TRJuly 2024Evidencing success and achievement.