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Careers Education, Information, Advice and Guidance Policy

Contents

Adopted by the Governing Body: December 2024

Compliance Check: December 2024

Review Period: 3 Years

Review Date: Autumn 2027

  1. School Vision

    1. At The Archbishop Lanfranc Academy, our Careers Education, Information, Advice, and Guidance (CEIAG) programme plays a vital role in preparing our students for the opportunities, responsibilities, and experiences of life. This programme aligns with our Academy Improvement Plan and is underpinned by our core TALA values: Teamwork, Aspirations, Leadership, and Accountability.

      We are committed to delivering the best opportunities for our students to achieve their career goals, ensuring they are equipped with the skills and knowledge needed to thrive in an ever-changing world.

      Our CEIAG programme provides a structured and engaging programme of careers education throughout each student’s school journey, with targeted support at key transition points. This is achieved through collaboration with parents, carers, employers, external CEIAG providers, and local organisations, ensuring every student has access to impartial information and expert advice.

    2. The governing body have therefore adopted this policy in order to provide a clear commitment to and framework for Careers Education, Information, Advice and Guidance

  2. Policy Scope

    1. This policy covers Careers Education, Information, Advice and Guidance given to students in Key Stages Three and Four.
    2. The policy also applies to Year 11 students after they finish their examinations in June of their final year and before they start at their next place of education, employment or training. Though not necessarily in school regularly and attending lessons in July and august of Year 11, the policy is still applicable.<
    3. The policy has been reviewed in line with the recently published DfE guidance document ‘Careers guidance and access for education and training providers – Statutory guidance for governing bodies, school leaders and school staff. (DfE, January 2018)
    4. This policy accepts the 8 Gatsby Charitable Foundation’s benchmarks as set out in the DfE guidance. They can be seen in Appendix 1of this policy
    5. This policy covers the legal duty of schools to ensure that a range of education and training providers can access pupils in Year 7 to Year 11 for the purpose of informing them about approved technical education qualifications or apprenticeships.
    6. This policy refers to events and opportunities in both Key Stages and in all years and these events will impact upon all students at the school.
    7. All members of staff at The Archbishop Lanfranc Academy are expected to be aware of this policy and the importance of Careers Education, Information, Advice and Guidance (CEIAG) in the education of students; CEIAG is not the sole responsibility of the Careers Advisor.
    8. It is important therefore that students leave school aware of themselves as individuals, aware of the opportunities available to them and able to make some decisions about their own life. They should be prepared for the transition from full time education to the world beyond. It is to these aspects of personal and social development that this policy will contribute.

  3. Objectives:

    1. The objectives of the Careers Education, Information, Advice and Guidance policy are as follows:
      1. To ensure that all students at the school receive a stable careers programme
      2. To enable all students to learn from information provided by the career and labour market
      3. The CEIAG programme should be individual and address the needs of each student
      4. To link the curriculum learning to careers learning
      5. To provide students with a series of encounters with employers and employees
      6. To provide students with experiences of workplace(s)
      7. To ensure that students have a series of encounters with further and higher education
      8. To provide each student with the opportunity to receive personal guidance

  4. School Responsibilities

    1. The school has a series of statutory duties:
      1. All registered pupils at the school must receive independent careers advice in Years 7 to 11
      2. This careers advice must be represented in an impartial manner, showing no bias towards a particular institution, education or work option
      3. This advice must cover a range of education or training options
      4. This guidance must be in the best interests of the pupil
      5. There must be an opportunity for education and training providers to access pupils in Year 7 – Year 11 in order to inform them about approved technical qualifications or apprenticeships. Cf. Section 6 of this policy
      6. The school must have a clear policy setting out the manner in which providers will be given access to pupils. Cf. Section 6 and Appendix 3. This policy and these arrangements must be published
    2. The school will base its careers provision around the Gatsby Benchmarks. A summary of these can be seen in Appendix 1, and they cross reference with the objectives of this policy cf. Section 3
    3. The Archbishop Lanfranc Academy believes that good CEIAG 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 CEIAG 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.
    4. The school will continuously monitor its CEIAG offer and seek further improvement. This will be done by the personnel involved in the design and delivery of the programme as well as by external stakeholders who assess the work of the school (eg. School Improvement Partner or Ofsted)

  5. Governor Responsibilities

    1. The governing body will ensure that the School has a clear policy on Careers Education, Information and Guidance (CEIAG) and that this is clearly communicated to all stakeholders. They should ensure that this policy is:
      1. based on the eight Gatsby Benchmarks
      2. meeting the school’s legal requirements
    2. The governing body will ensure that arrangements are in place to allow a range of educational and training providers to access pupils in Years 7 – 11.
    3. There will be a member of the governing body who takes a strategic interest in CEIAG and encourages employer engagement

  6. Provider Access

    1. Introduction - This section of the policy sets out the school’s arrangements for managing the access of providers to pupils at the school for the purpose of giving them information about the provider’s education or training offer. This complies with the school’s legal obligations under Section 42B of the Education Act 1997.
    2. All pupils in years 8-11 are entitled:
      1. To find out about technical education qualifications and apprenticeships opportunities, as part of a careers programme which provides information on the full range of education and training options available at each transition point;
      2. To hear from a range of local providers about the opportunities they offer, including technical education and apprenticeships – through options events, assemblies and group discussions and taster events;
      3. To understand how to make applications for the full range of academic and technical courses.
    3. For pupils of compulsory school age these encounters are mandatory and there will be a minimum of two encounters for pupils during the ‘first key phase’ (year 8 to 9) and two encounters for pupils during the ‘second key phase’ (year 10 to 11).
    4. The school will then work with providers in order to identify the most effective opportunity for them to share information about education and training opportunities
    5. Appendix 3 shows the way in which education and training providers should get in touch with the school in order to gain access to pupils and/or parents to inform them about further opportunities

  7. Monitoring, Evaluation and Review

    1. The Headteacher will ensure that:
      1. the work of the Careers Advisor and CEIAG events are supported and monitored
      2. a member of the Senior Leadership Team has an overview of CEIAG work and reports regularly back to the team
    2. The effectiveness of this policy will be measured in a variety of ways:
      1. Feedback from stakeholders through mechanisms such as the student voice and surveys
      2. Feedback from external visitors to the school
      3. the number of students who are NEET in October having left the school in the previous summer. This figure can be compared to national figures as well as against the equivalent figure from similar schools both nationally and within the county.
    3. The governors of The Archbishop Lanfranc Academy will review this policy every three years.

Appendix 1: The Gatsby Benchmarks

1. A stable careers programme

Every school should have an embedded programme of careers education and guidance that is known and understood by pupils, parents and carers, staff, governors, employers and other agencies.
  • Every school should have a stable, structured careers programme that has the explicit backing of governors, the headteacher and the senior management team, and has an identified and appropriately trained careers leader responsible for it.
  • The careers programme should be tailored to the needs of pupils, sequenced appropriately, underpinned by learning outcomes and linked to the whole-school development plan. It should also set out how parents and carers will be engaged throughout.
  • The careers programme should be published on the school’s website and communicated in ways that enable pupils, parents and carers, staff and employers to access, and understand it.
  • The programme should be regularly evaluated using feedback from pupils, parents and carers, teachers and other staff who support pupils, careers advisers and employers to increase its impact.

2. Learning from career and labour market information

All pupils, parents and carers, teachers and staff who support pupils should have access to good-quality, up-to-date information about future pathways, study options and labour market opportunities. Young people with special educational needs and disabilities (SEND) and their parents and carers may require different or additional information. All pupils will need the support of an informed adviser to make the best use of available information.
  • During each Key Stage, all pupils should access and use information about careers, pathways and the labour market to inform their own decisions on study options or next steps.
  • Parents and carers should be encouraged and supported to access and use information about careers, pathways and the labour market to inform their support for pupils in their care.

3. Addressing the needs of each student

Pupils have different careers guidance needs at different stages. Careers programmes should help pupils navigate their concerns about any barriers to career progression. In addition, opportunities should be tailored to the needs of each pupil, including any additional needs of vulnerable and disadvantaged pupils, young people with SEND and those who are absent.
  • A school’s careers programme should actively seek to challenge misconceptions and stereotypical thinking, showcase a diverse range of role models and raise aspirations.
  • Schools should keep systematic records of the participation of pupils in all aspects of their careers programme, including the individual advice given to each pupil, and any subsequent agreed decisions.
  • For pupils who change schools during the secondary phase, information about participation and the advice given previously should be integrated into a pupil’s records, where this information is made available. Records should begin to be kept from the first point of contact or from the point of transition.
  • All pupils should have access to these records and use them ahead of any key transition points to support their next steps and career development.
  • Schools should collect, maintain and use accurate data for each pupil on their aspirations, intended and immediate education, and training or employment destinations to inform personalised support.
  • Schools should use sustained and longerterm destination data as part of their evaluation process and use alumni to support their careers programme

4. Linking curriculum learning to careers

As part of the school’s programme of careers education, all teachers should link curriculum learning with careers. Subject teachers should highlight the progression routes for their subject and the relevance of the knowledge and skills developed in their subject for a wide range of career pathways.
  • Every year, in every subject, every pupil should have opportunities to learn how the knowledge and skills developed in that subject helps people to gain entry to, and be more effective workers within, a wide range of careers.
  • Careers should form part of the school’s ongoing staff development programme for teachers and all staff who support pupils.

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 opportunities, including visiting speakers, mentoring and enterprise schemes, and could include pupils’ own part-time employment where it exists.
  • Every year, from the age of 11, pupils should participate in at least one meaningful encounter with an employer.

6. Experiences of workplaces

Every pupil should have first-hand experiences of workplaces to help their exploration of career opportunities and expand their networks.
  • By the age of 16, every pupil should have had meaningful experiences of workplaces.

7. Encounters with further and higher education

All pupils should understand the full range of learning opportunities that are available to them, including academic, technical and vocational routes. This should incorporate learning in schools, colleges, independent training providers (ITPs), universities and in the workplace.
  • By the age of 16, every pupil should have had meaningful encounters with providers of the full range of learning opportunities, including sixth forms, colleges, universities and ITPs.

8. Personal guidance

Every pupil should have opportunities for guidance meetings with a careers adviser, who could be internal (a member of school staff) or external, provided they are trained to an appropriate level. These meetings should be available for all pupils whenever significant study or career choices are being made. They should be expected for all pupils but should be scheduled to meet their individual needs. The careers leader should work closely with the careers adviser, SEND coordinator (SENDCO) and other key staff to ensure personal guidance is effective and embedded in the careers programme
  • Every pupil should have at least one personal guidance meeting with a careers adviser by the age of 16. Meetings should be scheduled in the careers programme to meet the needs of pupils.
  • Information about personal guidance support and how to access it should be communicated to pupils and parents and carers, including through the school website.

Appendix 2: The Archbishop Lanfranc Academy Careers programme

Term 1 Term 2 Term 3
Y7 Tutor/PSHE Sessions Who Am I?
BHM – Celebrating Black excellence in your studies
Green Careers Week
Unifrog Quiz - Skills Profile
Explore Dream Jobs
BBC Bite size Careers - Curriculum Based
PSHE AUT 2- Developing skills and aspirations 		National Careers Week
Revisit LMI
What is a career?
Unifrog Quiz - Interest Profile
Unifrog Quiz – Personality Profile
LMI overview with links to local provision 		What entrepreneurs do?
Work-life balance
Unifrog – Library Treasure Hunt
Careers and the future
Unifrog – Subject library treasure Hunt
PSHE SUM 2-Financial decision making
Communication challenge: Listening – to be delivered across the first half term
Communication challenge: Speaking - to be delivered across the second half term
Events First Aid Course Enrichment Activity Delivered by Paramedics
Jamie’s Farm Trip 		TALA Careers fair
Careers week activities
First Aid Course Enrichment Activity Delivered by Paramedics
TALA Science Fair 		First Aid Course Enrichment Activity Delivered by Paramedics
Y8 Tutor/PSHE Sessions Reflect on your interests
BHM – Celebrating Black excellence in your studies
Green Careers Week
Explore your CV’s
Unifrog Quiz -Skills Profile
PSHE AUT 2-Community and careers 		Learn about the workplace
Unifrog – Library Treasure Hunt
National Careers Week
How to create the life you want
LMI overview with links to local provision 		Define what success looks like
Unifrog – Interest Profile
Unifrog – Subject Library hunt
Learn about careers and the climate
Unifrog Quiz – Personality Profile
Unifrog Quiz - Using the Environment’s Profile
Challenges and rewards of work
Events Academy day - DIG DATA - Christmas light challenge workshop
Jamie’s Farm Trip 		TALA Careers fair
Careers week activities
TALA Science Fair 		Higher education provider trip/workshop
Speakers for schools Visit
Y9 Tutor/PSHE Sessions Reflect on your skills
Explore learning pathways afterschool
BHM – Celebrating Black excellence in your studies
Green Careers Week
Take control of your careers journey
What comes after school the learning pathways
PSHE AUT 2- Setting goals 		Unifrog – Careers sectors Library Treasure Hunt
Unifrog Quiz – Taking Skills Profile
Unifrog Quiz – Interests Profile
Learn how to choose KS4 Options
Careers in the Curriculum – English – Being a Social Worker 		Learn how to manage your money
Careers in the Curriculum – Maths – Analyst
LMI overview with links to local provision
Careers in the Curriculum – Science – Automotive Engineer
Events Academy day - DIG DATA - Christmas light challenge workshop
Talent Foundry Barclay Life Skills Workshop
1-2-1 Careers Advice 		1-2-1 Careers Advice
TALA Careers fair
National Careers week activities
Options Evening 1-2-1 with SLT/Tutor Team 		Further education provider trip/workshop Speakers for schools Visit
Y10 Tutor/PSHE Sessions Reflect on your Career Journey
Explore Learning pathways afterschool
BHM – Celebrating Black excellence in your studies
Green Careers Week
Explore Employer Profiles
PSHE AUT 2- Financial decision making 		Learn about workplace wellbeing
Unifrog – Using the work environment profile
National Careers week
Prepare for Work experience 		Prepare for Work experience
Discuss: in person, hybrid & remote working
PSHE SUM 2- Employability skills
PSHE SUM 2- Work experience Preparation & Evaluation
PSHE SUM 2- Budgeting & CV writing during Enrichment sessions
Events Budgeting & CV writing during Enrichment sessions
Academy Day - Talent Foundry - RISE/ Post 16 Destination session
Assembly Work Experience
Jack Petchey Speak Out Workshop 		Budgeting & CV writing during Enrichment sessions
TALA Careers fair
Careers week activities
Academy Day - Talent Foundry - RISE/ Post 16 Destination session
TALA Science Fair 		Work Experience
Mock Exams
Year 10 to 11 Transition Evening
1-2-1 Careers Advice
Y11 Tutor/ PSHE Sessions Preparing for personal guidance
Explore Pros & Cons of Post-16 Pathways
Are A Levels right for me?
Is a traineeship right for me?
Are BTECs right for me?
Applications to post-16
Post 16 interview preparation
PSHE AUT 2- Building for the future & Next steps 		National Careers Week
Is a UK apprenticeship right for me?
Is a T level right for me?
Reflect on your employability Skills
Research volunteering and paid work
Compare apprenticeships and HE
Discuss: is AI a threat to our jobs?
Preparing for Interview 		Barclays wellbeing toolkit
Barclays problem solving
Barclays transferable skills activity
Barclays listening and speaking
Barclays staying positive
Events Mock Exams
1-2-1 Careers Advice
Providers from Post 16 - Assemblies & Visits
The London School & College Leavers Festival 2025 		TALA Careers fair
Careers week activities
Mock Exams
1-2-1 Careers Advice 		GCSE Exams
1-2-1 Careers Advice available on results day

Appendix 3: Application for Provider Access

    1. Introduction

      This document sets out the school’s arrangements for managing the access of providers to pupils at the school for the purpose of giving them information about the provider’s education or training offer. This complies with the school’s legal obligations under Section 42B of the Education Act 1997.

    2. Pupil entitlement

      All pupils in years 8-11 are entitled:

      • to find out about technical education qualifications and apprenticeships opportunities, as part of a careers programme which provides information on the full range of education and training options available at each transition point;
      • to hear from a range of local providers about the opportunities they offer, including technical education and apprenticeships – through options events, assemblies and group discussions and taster events;
      • to understand how to make applications for the full range of academic and technical courses.

      Management of provider access requests

    3. Procedure

      A provider wishing to request access should contact Andy Barlow

      Telephone: 02086891255 Email: abarlow@lanfranc.org.uk

    4. Opportunities for access

      The school offers a comprehensive Careers Education, Information, Advice and Guidance programme and an overview of this programme can be seen in the Careers programme outlined in Appendix 2. Please speak to our Careers Lead to identify the most suitable opportunity for you.

      Opportunities include:

      • careers assemblies Mon-Fri 8.20-45am (alternative times can be arranged in advance
      • careers fair (specific date TBC each academic year by Careers lead)

    5. Safeguarding

      Our safeguarding/child protection policy outlines the school’s procedure for checking the identity and suitability of visitors.

      Education and training providers will be expected to adhere to this policy.

    6. Premises and Facilities

      The school will make a suitable space available for discussions between the provider and students, as appropriate to the activity. The school will also make available ICT and other specialist equipment to support provider presentations. This will all be discussed and agreed in advance of the visit with the Careers Lead or a member of their team.

      Providers are welcome to leave a copy of their prospectus or other relevant course literature with the Careers Lead so that they can be displayed in the Careers Section of the school library.

  2. Previous providers

    We have invited the following providers from the local area to speak to our pupils in recent years:

    • Glencar Construction
    • Goldsmiths University
    • NHS
    • London Metropolitan Police
    • Army
    • London Ambulance Service
    • PWC
    • Experian
    • Deloitte
    • Ernst and Young
    • KPMG
    • Dell Technologies
    • Delta Capita
    • Kings College London
    • South Thames Colleges Group
    • IG Group
    • BDO

  3. Pupil Destinations

    Last year, our year 11 pupils moved to a range of providers in the local area after attending here:

    • Shirley Park 6th Form
    • Warlingham 6th form
    • Nescott
    • Croydon College
    • Coulsdon College
    • Saint Francis Xavier 6th form college
    • Coombe Wood School Sixth form
    • The Quest Academy Sixth form
    • South Thames college group

  4. Complaints

    Any complaints related to provider access can be raised following the school complaints procedure or directly with The Careers & Enterprise Company via provideraccess@careersandenterprise.co.uk

  5. Monitoring arrangements

    The school’s arrangements for managing the access of education and training providers to pupils are monitored by Andy Barlow.

    This policy will be reviewed by Andrew Barlow (Assistant Principal/ Careers Lead) every 3 years. At every review, the policy will be approved by the governing board.