The Springfields Academy

Reach South Academy Trust

Our central mission is for Reach South pupils to aspire to achieve beyond the expectations that others place on them.

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Careers and Education Guidance

 We believe that a well-structured and highly effective programme of Careers and Education Guidance (CEG) will play a key role in contributing to how the Academy prepares its young people for a safe independent life.

By working in partnership with an external agency, we will provide accurate and focused careers information, advice and guidance tailored to individual needs to enable young people to make informed choices about their future career routes.

Our key aim is for students to develop a real understanding, of careers and work-related information that develops their sense of enquiry not only about careers and higher/further education but also an awareness of how the skills developed in school are applicable and integral ingredients in the modern workplace. 

Our overarching aims for CEG are to work with external agencies, such as the Careers service in order to:

  • Contribute to strategies for raising achievement, especially by increasing motivation;
  • Provide emphasis on the relevance of numeracy and literacy as fundamental components of everyday employment in the 21st Century.
  • Encourage students to become reflective learners who are self-aware of their strengths, skills and attributes and how these link to career and life planning;
  • Support inclusion, challenge stereotyping and promote equality of opportunity;
  • Encourage participation in continued learning, including higher education;
  • Develop enterprise and employability skills
  • Make clear to students how their behaviour, attendance and learning skills are inherently linked to their careers prospects and future prosperity. 
  • The main body of the statutory guidance uses the Gatsby 8 Benchmarks with information on how to achieve each one. The 8 benchmarks are:

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 pupils, parents, teachers and employers to access and understand it.

·         The programme should be regularly evaluated with feedback from pupils, parents and teachers

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 pupils 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 inform their support to their children.


3. Addressing the needs of each student

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

·         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 pupil, and subsequent agreed decisions.

·         All pupils should have access to these records to support their career development.

·         Schools should collect and maintain accurate data for each pupil on their education, training or employment destinations.


4. Linking curriculum learning to careers

All teachers should link curriculum learning with careers.

·         By the age of 14, every pupil should have had the opportunity to learn how the different subjects help people to gain entry to, and be more effective workers within, a wide range of careers.


5. Encounters with employers and employees

Every student 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.

·         Every year, from the age of 11, pupils should participate in at least one meaningful encounter with an employer in which the student has an opportunity to learn about what work is like or what it takes to be successful in the workplace. Examples may include careers talks, careers carousels, careers fairs, mock interviews, CV workshops, mentoring, employer delivered workshops, enterprise competitions

6. Experiences of workplaces

Every student 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.

·         By the age of 16, every pupil should have had at least one experience of a workplace, additional to any part-time jobs they may have.

·         High quality and meaningful work experience forms a required part of 16-19 study programmes. A more flexible approach can be adopted for younger pupils and does not necessarily have to involve a traditional placement. Options could include: workplace visits;

·            work experience (1-2 weeks); job shadowing or career- related volunteering

7. Encounters with further and higher education

All students 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.

·         By the age of 16, every pupil should have had a meaningful encounter with providers of the full range of learning opportunities, including colleges, universities and apprenticeship providers. This should include the opportunity to meet both staff and pupils. During this the student has an opportunity to explore what it is like to learn in that environment.

8. Personal guidance

Every student 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.

Every pupil should have at least one such interview by the age of 16.

·         Every pupil should have opportunities for personal guidance interviews with a qualified (to level 6 or higher) careers adviser whenever significant study or career choices are being made.



For students

  • Develop an invaluable set of life and employability skills essential for a successful career
  • Develop an awareness of their individual strengths, weaknesses, skills and aptitudes and how these link to possible careers, future education and training
  • Ensure that they are well briefed on careers and work related learning so they can make informed choices about their future lives.
  • Take responsibility for their own behaviour, attendance, punctuality and attitude to learning in order to support them. 

For parents and carers

  • To be fully involved by supporting the Academy in its development of the CEG curriculum.
  • CEG delivery should be supported with home-based discussions, where Parents and carers actively work with students on career planning tasks. 
  • Where possible Parents and carers can work with the Academy though providing local support in the form of guest speakers.

For teachers and tutors 

  • Ensuring that they provide timely and purposeful conversations relating to careers and relate aspects of their lessons back to employability
  • Ensure that they support the delivery of the CEG that is relevant to their own subject area’s programmes of study and schemes of work. This will primarily be achieved through the development of enterprise and employability skills;
  • To act as role models for students in developing attitudes that will act as the foundation stones for motivating students to be lifelong learners.

For more information please contact our Careers lead Lee Davidson