The Gatsby Benchmarks

What this looks like at OLQP

Impact

Next developments

1. A Stable Careers Programme

Every school and college should have an embedded programme of career education and guidance that is known and understood by pupils, teachers, governors and employers.

SLT and governors support a 5 year programme to meet the benchmarks and target key transition periods (e.g. post 16, KS3 to KS4).

Identified AHT provides clear aims and objectives.

Age appropriate and timely activities.

Careers Education is one of the five strands of the school ‘Curriculum for Life’.

Shared information via the website with links for students, families, teachers and employers.

Letters, meetings and information are shared with students and parents at key points.

Careers section within the library.

A Gatsby guided programme:

•to support students and parents to make informed choices.

*to improve knowledge of the labour market and local/national trends.

*to improve to develop employability skills

• to raise standards of achievement

• to increase the commitment to learning, motivation and self-confidence of students

• to improve the retention of young people in learning after the age of compulsory schooling.

• to raise aspirations.

Compass careers benchmark tool to audit and fill gaps in provision.

Track and intervene with individual students within year groups.

2. Learning from Career and Labour Market Information

Every pupil, and their parents, should have access to good quality information about future study options and labour market opportunities. They will need the support of an informed adviser to make best use of available information.

Shared information via the website with links for students, families, teachers and employers.

Directing all stakeholders to find advice via the links on the websites, e.g. Lancashire LEP, nationalcareers, start, careerpilot which updates using LMI. This includes CEIAG in-house taught sessions as part of Curriculum for life sessions.

CEAIG sessions promote a focus on employability skills.

Sustained improvements in destination data

Students are able to make informed decisions during key transitions (post 16, KS3 to KS4).

Students focus on all their skills and attributes beyond academic achievement.

Ensure website information is high-profile, user-friendly and fit for purpose (student and parent questionnaires for example).

Share LMI with staff

3. Addressing The Needs Of Each Pupil

Pupils have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each pupil. A school’s careers programme should embed equality and diversity considerations throughout.

Curriculum for Life challenges all stereotypes, in particular gender and sexuality.

All students will have a Curriculum for Life personal careers folder to track their careers education and encounters.

Curriculum for life rotations have been planned to support students during transition points.

We promote all staff as positive role models.

Post 16 applications and destinations are tracked in Y11 and followed-up in the next term.

Destinations data indicates raised aspirations. 98% of the known 2017/18 cohort are in sustained education or employment/training.

The school actively and explicitly aims to raise aspirations and broaden horizons. This is reinforced via staff CPD, student briefings and rewards linked to these values. 

Tracking documents ensure that destinations are appropriate, aspirational and there are no gaps especially for disadvantaged students.

Student surveys support that we prepare students well for their next stage in life.

Destinations data on cohort 2018/2019 to be collated by end of November 2019.

Systems are needed to keep systematic records of the individual advice given to each pupil and not just cohorts/year groups.

Further development is needed for students to record their career developments.

4. Linking Curriculum Learning To Careers

All teachers should link curriculum learning with careers. STEM subject teachers should highlight the relevance of STEM subjects for a wide range of career paths.

Dedicated Careers lessons for all students in all years through Curriculum for Life.

School Careers Week in October – every subject planned and delivered a careers activity relevant to their subject/curriculum. This is evident in their SOW.

Future U organisation are used to deliver Sector Skills workshops in relevant subject areas.

STEM activities are promoted through our STEM co-ordinator and Engineering school status. This includes enrichment such as STEM Club, STEM careers activities, STEM first activities, International links.

Engineering link learning programmes to industry links and have organised industry visits linked to lessons and/or classroom projects.

Students can make career links to all subjects across the curriculum.

STEM remains high profile across the school.

Weekly STEM club engages students in workshops, projects and visits throughout the year.

Annual trip to The Hague to sell STEM products made by students in STEM club.

Formula One competition entered and attracts sponsorship from local business.

Students are aware of the wide range of STEM employment opportunities in Skelmersdale.

Check SOW on website include Careers activity from Careers week.

Improve displays.

Maintain momentum with STEM activities.

Keep up-to-date with the development of  T levels as technical training routes evolve from 2020.

5. Encounters With Employers and Employees

Every pupil should have multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace. This can be through a range of enrichment activities including visiting speakers, mentoring and enterprise schemes.

Employers, employees, industry representatives and FE staff have attended a range of Shuttleworth events, e.g. Y9 - Y11 careers and skills fairs, Open Evenings, assemblies, apprenticeship Q&A sessions.

All year 10 students visit a local workplace for a day, linked with their option subject.

Students have the opportunity to watch various Learn Live podcasts linked to their option areas.

Employers involved in mock interviews, personal statement preparations and CV writing workshops.

Increased student and parental awareness of CEIAG provision within the 5 year journey of experiences and guidance.

All aspects of employability skills are developed through curriculum for life and the wider school curriculum.

Work experiences are developed during  option lessons.

Apprenticeship opportunities information is gathered and applications are made.

Extend the directory of employer contacts to ensure as many options are available that match industry availability.

NHS, Keepmoat Homes, Hotters, Stocks Hall all interested in being involved.

6. Experiences Of Workplaces

Every pupil should have first-hand experience of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities, and expand their networks.

All year 10 students visit a local workplace for a day, linked with their option subject

Increased student and parental awareness of the world of work and the need to make informed decisions. There is a constant reinforcement that the opportunities are immense and that research and information gathering is essential to make informed decisions.

Work experience and shadowing is linked to students’ option choices.

Aims and desired outcomes from the experiences are communicated to the employers so that the visits have maximum impact in the limited time available.

Students and parents’ understanding of LMI is increased within a local context.

Extend the directory of employer contacts to ensure as many options are available that match industry availability.

7. Encounters With Further and Higher Education

All pupils should understand 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.

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FE Taster days are attended by Y10/Y11

·         West Lancs College

·         St John Rigby College

All year 10/11 students have a Future U university talk which is an assembly covering ‘What is university? What could I study? Where could I study? Planning for independent living’ ‘student finances’

Careers fairs for Y9 - Y11 with FE presentations inform on the whole range of post 16 choices. FE staff are directed to stress how academic success links to future pathways.

Increased student and parental awareness of the post 16 and lifelong opportunities available, the world of work and the need to make informed decisions. There is a constant reinforcement that the opportunities are immense and that research and information gathering is essential to make informed

Continue to systematically target  individual advice given to each pupil and not just cohorts/year groups.

Systems are needed to keep systematic records of the participation of  each pupil and not just cohorts/year groups.

Share university facts including finance with parents.

Visits to local HE providors.

8. Personal Guidance

Every pupil 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. These should be available whenever significant study or career choices are being made. They should be expected for all pupils but should be timed to meet their individual needs.

‘The Careers Partnership’ services were purchased to provide guidance for all Y11 students.

Individual Careers Interviews for all students in year 10/11.

Priority given to PP, LAC, SEND and potential NEET students.

The website promotes the national careers website helpline.

Individual Careers Actions Plans for all students.

Action Plans shared with parents, tutors and learning managers to keep all key staff informed so they can fully support their studetns.

Staff are given responsibility for their tutees with Pastoral Leaders and mentors focusing on PP students. We aim to ensure we meet the needs of all students, prevent NEET and ensure suitable plans in place.

Extend personal guidance to those lower down the school, especially year 8 during options time.

Refine appointment booking system.