Careers Education, Information, Advice and Guidance

At Clevedon School we offer all students a range of Careers Education, Information, Advice and Guidance (CEIAG) opportunities to learn about the world of work and to help prepare for their future steps at Post 16 and Post 18. We endeavour to provide a service to our students which meets their individual needs and provides appropriate advice and guidance that will raise aspiration and help inspire their learning.

Independent Advice and Guidance

Mrs Pippa Farrell, our impartial Level 6 Careers Adviser is available for appointments every Tuesday, Wednesday and Thursday to meet with students from all year groups, offering 1-1 guidance interviews. Pippa can be contacted through email at pfarrell@clevedonschool.org.uk, telephone the school on 01275 876744 or students can also make appointments through Tutors or Heads of House or by visiting the Careers and Destinations Office, in the Science Atrium.

Whilst all students are encouraged to make 1:1 appointments each term Pippa will focus on particular year groups to maximise their support at key educational transition points:

Term 1: Year 13 (Post 18 options including UCAS and apprenticeship applications)
Term 2: Year 13 (ongoing) and Year 11 (Post 16 options and Post 16 provider applications)
Term 3: Year 11 (ongoing) and Year 9 (GCSE option process)
Term 4: Year 11 (ongoing)
Term 5: Whole school focus through self, tutor and Heads of House referrals with particular support for SEND and Pupils Premium.
Term 6: Year 12 (Post 18 options)

When focusing on particular year groups Clevedon School utilises CareerPilot’s Pathway Planner online student self-assessment tool to prioritise individual appointments and determine the initial length of appointments.

Gatsby Benchmarks

Clevedon School believes that careers guidance is a progressive journey. Our planned programmes support students and ensure they receive the relevant careers information, advice and guidance that is suitable for their age and ability by implementation of the 8 Gatsby Career Benchmarks, written by Sir John Holman, a former Headteacher and founder of the National STEM Learning Centre.

Sir John wrote the Good Career Guidance Report after carrying out extensive research.

The 8 benchmarks are a framework for good career guidance developed to support schools in providing students with the best possible careers education, information, advice and guidance.

In the report he identifies what 'good' looks like and outlines a framework of eight benchmarks that schools can use to improve their career guidance system.

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, parents, teachers and employers.

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.

3. Addressing the needs of each student
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.

4. Link curriculum learning to careers
All teachers should link curriculum learning with careers. For example, STEM subject teachers should highlight the relevance of STEM subjects for a wide range of future career paths.

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.

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

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.

8. Personal guidance
Every pupil should have opportunities for guidance interviews with a careers 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.