Clevedon School

Clevedon School

Careers Education, Information, Advice and Guidance  

Clevedon School's Career Leader is: Mr Mark Davies

Clevedon School works in partnership with Compass Careers to provide a careers advice service.  Ms Cheryl O'Connor is a fully qualified Level 6 Careers Advisor who is available every Wednesday and is also available for appointments on other days.  Rebecca offers independent and impartial information, advice and guidance to students on their future career plans. In addition to 1:1 interviews, Clevedon School also offers a variety of career provision including group work, careers talks, immersion days, workplace visits, exhibitions and assemblies. Clevedon School also organises an annual Careers Convention and Year 10 Work Experience. 

Appointments can be booked through emailing Mr Mark Davies, or by request via a teacher/tutor/Head of House. Students are also welcome to drop in without an appointment during break and lunchtimes on Wednesdays.

You can contact Mr Mark Davies by email: mdavies@clevedonschool.org.uk 

The service is open to all year groups and is located in the Sixth Form Centre.

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.