Careers : Wingfield Academy

Here at Wingfield Academy we are wholeheartedly committed, through our careers programme of activities delivered to Year 7 to 11, to prepare all our learners to make informed decisions about their future/next steps ensuring they maximise their potential and successfully transition into higher education or an aspirational alternative.

Careers Curriculum Learning Journey

Careers Education, Information and Guidance (CIEAG) Policy

Provider Access Policy [Education and Training Providers] – Secondary Schools

The above policies can also be found at nclt.ac.uk/policies-wingfield-academy

Keely Waddington – Careers Lead – kwa@nclt.ac.uk

Cerise Walters – Careers Advisor – c.walters@nclt.ac.uk

Dolapo David – Careers Advisor – d.david@nclt.ac.uk

Careers Vision

Wingfield Academy is wholeheartedly committed to supporting our learners to develop into responsible, respectful, model citizens, making a positive contribution to society. Social mobility matters both in terms of people and in delivering economic growth. The world economy is changing, and it is through education, skills and training from childhood into adulthood that we will make sure no one is left behind.

We at Wingfield Academy want to ensure that our young people are provided with the opportunities to enhance their life skills which will not only increase educational success but will support them to go as far as their talents and aspirations will take them.

At Wingfield Academy we are committed to providing our students with a programme of careers education, information, advice and guidance (CEIAG) for all students in Years 7-11 that will inspire and motivate them from an early age. We will support our students in making well informed choices about subjects and careers for their future.

This is primarily achieved through our careers programme, which is delivered to all pupils from Year 7 to 11. This programme encourages young people to develop the knowledge, skills, resilience, confidence and independence they need to make reasoned and informed decisions about their next steps. This helps them maximise their potential, supporting them in successfully transitioning into higher education or an aspirational alternative.

We are committed to implementing a careers programme that:

Empowers learners to make informed and realistic decisions about their futures at
key transition points in learning and work.
Inspires and motivates learners to fulfil their potential.
Explores different careers available to raise learners’ aspirations, broaden their
horizons and accumulate the cultural capital, knowledge, behaviours, and skills that
a learner can draw upon to be successful in society.
Enriches learners’ experience by providing multiple opportunities to learn from
employers about work, employment and the skills that are valued in workplaces.
Enables access to up-to-date labour market information (LMI) to ensure learners
are aware of growth sectors in the economy and opportunities for employment, to
encourage social mobility.
Overcomes stereotypes to help learners explore all career opportunities available to
them.
Develops learners’ personal financial capability.
Provides learners with high quality independent and impartial careers advice and
guidance which is in their best interests.
Tracks and supports learners post-Wingfield Academy as/when required/appropriate.

Quick Links

Unifrog

The universal destinations platform. All students from Y7 to Y11 have a Unifrog account where they can research careers, work experience, subject areas, skills, apprenticeships, higher education and much more! Get your son/daughter to log in with their school email address and explore this together. Unifrog – The universal destinations platform.

Student Stream

UK University Search are proud to announce the launch of our new website www.studentstream.co.uk. The website brings together a wealth of video resources by us and universities across the UK in one place.

National Careers

www.nationalcareersservice.direct.gov.uk website offering all types of careers related information including local labour market information, CV writing, skills and qualifications required for all types of careers.

icould

https://icould.com offering careers videos and job information.

Gatsby Benchmarks

Statutory requirements and expectations

Our careers programme has been developed to meet the requirements of the Department for Education’s statutory guidance 2018 and in accordance with the eight Gatsby benchmarks:

The Benchmarks

Benchmark 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 students, parents, teachers, governors and employers.

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 students, parents, teachers and employers to access and understand it. The programme should be regularly evaluated with feedback from students, parents, teachers and employers as part of the evaluation process.

Benchmark 2 – Learning from career and labour market information

Every student, 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.

By the age of 14, all students 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 support their children.

Benchmark 3 – Addressing the needs of each student

Advice and support should be tailored to the needs of each student. Keeping good records of students and their destinations after school will help.

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 student and subsequent agreed decisions. All Students should have access to these records to support their careers development.

Schools should collect and maintain accurate data for each student on their education, training or employment destinations for at least three years after they leave school.

Benchmark 4 – Linking curriculum learning to careers

Careers and enterprise education should be part of and included in student’s standard lessons, linking curriculum to real- world career paths.
Science, technology, engineering and mathematics (STEM) subject teachers highlight the relevance of STEM subjects for a wide range of future career paths.

By the age of 14, every student has had the opportunity to learn how the different STEM subjects help people to gain entry to a wide range of careers.
All subject teachers emphasise the importance of succeeding in English and Maths.

Subject Based Career Advice

Subject	Linked Careers	Work Skills
Art	Art Careers	Art Work Skills
Biology	Biology Careers	Biology Work Skills
Business Studies	Business Studies Careers	Business Studies Work Skills
Chemistry	Chemistry Careers	Chemistry Work Skills
Childcare	Childcare Careers	Childcare Work Skills
Computer Science	Computer Science Careers	Computer Science Work Skills
Dance	Dance Careers	Dance Work Skills
Design & Technology	Design & Technology Careers	Design & Technology Work Skills
Engineering	Engineering Careers	Engineering Work Skills
English	English Careers	English Work Skills
Food	Food Careers	Food Work Skills
Geography	Geography Careers	Geography Work Skills
Health and Social Care	Health and Social Care Careers	Health and Social Care Work Skills
History	History Careers	History Work Skills
Maths	Maths Careers	Maths Work Skills
MFL	MFL Careers	MFL Work Skills
Music	Music Careers	Music Work Skills
PE	PE Careers	PE Work Skills
Physics	Physics Careers	Physics Work Skills
RE	RE Careers	RE Work Skills

Benchmark 5 – Encounters with employers and employees

All students should have encounters with employers and employees that result in a better understanding of the workplace and the potential career paths open to them.

Students should participate in at least one meaningful encounter with an employer every year from the age of 11. Work with your regional local enterprise advisor to make sure you are aligning to the strategic plan of the region. Current Position: 30th June 2020 Previous Position: 23rd January 2020

Our academy has met 100%, previously 100% of the 1 assessment area compared to 52% average nation.

Benchmark 6 – Experiences of workplaces

It’s important for students to experience the workplace environment to understand the context in which they could one day be working.

By the age of 16, every student 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 student should have had one further such experience, additional to any part-time jobs they may have.

Benchmark 7 – Encounters with further and higher education

Careers provision should cover further and higher education as well as potential professions. Students should have encounters with these organisations whilst at school.

By the age of 16, every student 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 student should have had one further such experience, additional to any part-time jobs they may have.

Benchmark 8 – Personal guidance

Every student should have opportunities for guidance interviews with a career adviser, who could be internal or external, provided they are trained at an appropriate level.

Every student should have at least one guidance interview with a CEIAG adviser by the age of 16, and the opportunity for a further interview by the age of 18.