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Welling  School Careers Provision

This report has been produced in accordance with the Department for Education’s Strategy  on Careers guidance and access for education and training providers. Statutory guidance for governing bodies, school leaders and school staff- January 2018.

In the school’s recent Ofsted Report May 2018 the inspectors reported that:

Pupils benefit from good-quality and impartial careers information and advice. The school has a strong track record of ensuring that all pupils progress to further education, training or employment.

Ofsted Report May 2018

Welling School provides Careers Information, Advice and Guidance (CIAG) from Year 7 through to Year 13.The CIAG programme is designed to deliver successful careers guidance which will prepare  pupil’s progression to positive destinations such as apprenticeships, technical routes, sixth form colleges, further education colleges, universities or employment.

We have an in-house CIAG department which is also supported by external resources such as a regular Prospects adviser and careers information assemblies ,workshops and visits.

Welling School adheres to the Careers Strategy 2018 and the recommended ‘Gatsby Benchmarks’ . We have a well-established careers department and we work to provide:

  • Every student, and their parents, the access to good quality information about future study options and labour market opportunities.
  • Opportunities for advice and support that is tailored to the needs of each student.
  • Our school’s careers programme embeds equality and diversity considerations throughout
  • All students the full range of learning opportunities that are available to them. This includes both academic and vocational routes and learning in schools, colleges, universities and in the workplace

 The Careers strategy 2018 states that every student should have opportunities for guidance interviews with a career adviser, who could be internal (a member of school staff) or external, provided they are trained to an appropriate level. This is a statutory duty of the school to provide impartial CEIAG guidance. This should be available whenever significant study or career choices are being made. Welling School has purchased the independent services of who provide a regular fully and appropriately trained careers adviser. They provide group and one-to-one meetings for students. The adviser will also be available at key times of the year such as transition stages, option and open evenings and exam results days. The school also involves prospects in delivering key careers education, information, advice and guidance throughout the year.

When students attend careers meetings whether it is for in-house support or with the independent careers adviser, Welling  always aims to encourage their aspirations through appropriate advice on option choices at year 9 and post 16. This allow students the range of options whether they wish to enter a 6th form education, College / FE, Apprenticeships or Employment with training

Welling School uses student’s destination data to inform the careers programme to ensure its fit for purpose and appropriate.

Students are also offered the opportunity to complete ‘Fast Tomato’. This has been designed to help young people broaden their horizons and consider a broader spectrum of career and education options. Students take a short psychometric questionnaire which gauges interests, attitudes and motivations. They are then offered career and education suggestions, personalised to them.. This test is done online through an independent careers advice company and at the end of the test it forms a list of suggested careers. From this list of suggested careers the student can explore more through the wide range of information it provides, from progression routes into the career, universities linked to relevant degrees and pay opportunities.

What must the governing body do?

The governing body must ensure that the independent careers guidance provided:

  • is presented in an impartial manner, showing no bias or favouritism towards a particular institution, education or work option;
  • includes information on the range of education or training options, including apprenticeships and technical education routes;
  • is guidance that the person giving it considers will promote the best interests of the pupils to whom it is given.

The Technical and Further Education Act 2017 requires the Careers Leader to ensure that there is an opportunity for a range of education and training providers to access all pupils in year 8 to year 13 for the purpose of informing them about approved technical education qualifications13 or apprenticeships14. The Careers Leader must prepare a policy statement setting out the circumstances in which education and training providers will be given access to pupils, and to ensure that this is followed. This policy statement is published on the school’s website.

Responsibilities of Schools

A stable careers programme

Every school should have a stable, structured careers programme that has the explicit backing of the senior management team, and has an identified and appropriately trained person responsible for it.

  • The careers programme should be published on the school’s website in a way that enables pupils, parents, teachers and employers to access and understand it.
  • The programme should be regularly evaluated with feedback from pupils, parents, teachers and employers as part of the evaluation process

Learning from career and labour market information (LMI)

By the age of 14, all pupils should have accessed and used information about career paths and the labour market to inform their own decisions on study options.

  • Parents should be encouraged to access and use information about labour markets and future study options to inform their support to their children.

Addressing the needs of each student

A school’s careers programme should actively seek to challenge stereotypical thinking and raise aspirations.

  • Schools should keep systematic records of the individual advice given to each pupil, and subsequent agreed decisions.
  • All pupils should have access to these records to support their career development.
  • Schools should collect and maintain accurate data for each pupil on their education, training or employment destinations

Linking curriculum learning to careers

By the age of 14, every pupil should have had the opportunity to learn how the different STEM subjects help people to gain entry to, and be more effective workers within, a wide range of careers

Encounters with employers and employees

Every year, from the age of 11, pupils should participate in at least one meaningful encounter* with an employer.

*A ‘meaningful encounter’ is one in which the student has an opportunity to learn about what work is like or what it takes to be successful in the workplace.

Experiences of workplaces

By the age of 16, every pupil should have had at least one experience of a workplace, additional to any part-time jobs they may have.

  • By the age of 18, every pupil should have had one further such experience, additional to any part-time jobs they may have.

Encounters with further and higher education

By the age of 16, every pupil should have had a meaningful encounter* with providers of the full range of learning opportunities, including Sixth Forms, colleges, universities and apprenticeship providers. This should include the opportunity to meet both staff and pupils.

  • By the age of 18, all pupils who are considering applying for university should have had at least two visits to universities to meet staff and pupils.

*A ‘meaningful encounter’ is one in which the student has an opportunity to explore what it is like to learn in that environment.

Personal guidance

Every pupil should have at least one such interview by the age of 16, and the opportunity for a further interview by the age of 18.

Inspiring young people

Careers guidance includes sustained and varied contacts with employer networks, FE colleges, higher education institutions as well as Careers Adviser and mentors. These individuals/groups of people can motivate students to think beyond their immediate experiences and encourage them to think of a broader range of options for their future education or careers.

Building strong connections with employers

Welling School aims to build connections with local and national employers / organisations to support Careers delivery and to broaden the encounters young people have with the world of work. Currently we work with Lovell Housing Group, Thames Water, Armed Forces, Royal Navy, GEMS childcare, Berkley Homes.

Employers can demonstrate the opportunities available within their fields of expertise and are able to advise students on how to access them. They can also explain the skills and attributes employers are looking for when gaining access to courses or employment. Student encounters that we offer include:

  • Speakers from the world of work
  • Insights from independent careers advisers about the labour market and the needs of employers
  • Workplace visits and own find work experience placements
  • Careers fairs and careers networking events such as the Higher Education Information evening, Skills London and Bexley Apprenticeship fair, Teen tech (STEM subjects), Medical Day
  • Access to open days at further and higher education institutes
  • Help with basic careers management skills such as CV writing and building, job searches
  • Working with Jobcentre Plus- the school has developed links with Job Centre Plus to provide information on Apprenticeships.

Building Connections with local FE and HE Institutions

Welling School understands that it is important to organise visits to FE and HE Institutions as this provides young people the insight into courses available and the opportunities these institutions offer. These are helpful for students to attend as it can contribute to the decision-making process.

Duty to participate in education or training after 16

The Government has raised the participation age so that all young people in England are now required to continue education or training beyond the age of 16. Schools must ensure that young people understand what this means for them when making their career choices. When advising students we make it clear to them that students starting year 11 or below must stay in education until their 18th birthday. This education does not have to be in school; their options are:

  • Full time study in school, college or with another further education provider
  • An apprenticeship, traineeship or supported internship
  • Full time work or volunteering (20 hours or more) combined with part time accredited study.

Impartial Careers Guidance

The careers strategy explains that good careers guidance connects learning to the future. It motivates young people by giving them a clearer idea of the routes to jobs and careers that they will find engaging and rewarding. Good careers guidance widens pupils’ horizons, challenges stereotypes and raises aspirations. It provides pupils with the knowledge and skills necessary to make successful transitions to the next stage of their life. This supports social mobility by improving opportunities for all young people, especially those from disadvantaged backgrounds and those with special educational needs and disabilities.

At Welling School we have employed the services of prospects to deliver high quality Careers guidance. This guidance can  include information on the full range of education and training options, including apprenticeships and vocational pathways.

This information includes:

  • Post-14: GCSEs; options offered by local university technical colleges and studio schools; opportunities for 14 year old enrolment at local colleges.
  • Post-16: A levels, advanced general qualifications, apprenticeships, employment combined with training, supported internships, technical levels and traineeships.
  • Post-18: further education courses, higher apprenticeships and undergraduate degrees.

Securing support for choices and progression

When giving careers advice to students it is vital that they receive the right support. This will ensure that they make good career choices, and having the right information and aspirations can contribute to this. It is important that the students who need some convincing that having a successful career is positive and attainable receive this help. Supporting the students to think about such areas as their strengths, and what opportunities and risks varied career paths entail is vital. For pre-16 students this is highlighted during their tutor time , assemblies and Careers meetings. For post-16 this is through advice from the careers adviser, the HOY / HE coordinator, form tutors and also in their UCAS workshops..

Useful Websites

Welling School website has a dedicated Careers section which covers careers information which is useful for each year group. Information includes help with careers jargon, choices at key transition stages, how to complete CVs etc.

National Careers Service - The National Careers Service offers information and professional impartial advice about education, training and work, not just to 11-19 year olds but to all ages. They have a website, helpline and web chat available.

Targeted support for vulnerable and disadvantaged young people

The Student premium is focused on the needs of the individual student and there is no evidence of any careers related work being developed from it, as students have not requested it. The students are also aware of the 16-19 Bursary Fund, which has been set up to support those in financial hardship. There are a number of students who successfully apply for this and receive the support to ensure they have every possible means to succeed at Beths.

Ensuring adequate support for students with special educational needs or disabilities

Welling School have high aspirations for all students with special educational needs and disabilities and support them in preparing for the next phase of education or training and into adult life. Students with SEN or disabilities receive impartial and independent advice and guidance from our external careers adviser about all mainstream education, training and employment on offer. They are also provided with information on specialist provision available to them and the support to access them. Key stage transition interviews are also set up with the appropriate students. It is the SENDCo’s responsibility to co-ordinate the educational provisions for learners with SEND and keep all teaching staff informed of the range of needs that these students may have. It is also recognised that consultation with the LA, external support and advisory agencies and support staff within the school, is a necessary and important requirement for the SENDCo.


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Careers Leader

Ms A Brehme

Careers Coordinator



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