Careers Programme

Intent

Equip learners to make informed next-step choices
Raise aspirations and challenge stereotypes
Develop career readiness and employability skills
Align learning with local and national labour market needs
Fully meet Gatsby Benchmarks 1–8

Implementation (INSPIRE Careers Framework)

I – Inclusive (Gatsby Benchmark 3)

An inclusive and impartial careers programme that meets the needs of all learners. Targeted support ensures that students with SEND, disadvantaged learners, and those at risk of becoming NEET receive appropriate guidance and timely intervention.

N – Next Steps focused (Gatsby Benchmarks 4 & 7)

Learners receive clear, up-to-date information on next steps, including technical qualifications, apprenticeships, and higher education pathways that meet PAL requirements. All students are supported to understand progression routes and entry requirements.

S – Supported Transitions (Gatsby Benchmarks 3 & 8)

Students are supported to make effective and sustained transitions at key points, including post-16 and post-18. Personal guidance is provided to ensure learners are prepared for their next stage of education, training, or employment.

P – Personalised and Progressive (Gatsby Benchmarks 1 & 3)

The careers programme is structured, progressive, and tailored to individual needs. It builds careers knowledge, employability skills, and decision-making over time, supported by accurate tracking and evaluation.

I – Integrated into the Curriculum (Gatsby Benchmark 4)

Careers learning is embedded across the curriculum. Subject leaders and teachers link learning to careers and pathways, enabling students to understand how their education connects to future opportunities.

R – Responsive to the Labour Market (Gatsby Benchmark 2)

The programme is informed by up-to-date local, regional, and national labour market information (LMI). Students develop an understanding of current and future employment trends and skills demands.

E – Employer Engagement (Gatsby Benchmarks 5 & 6)

Students have meaningful encounters with employers and employees and access to high-quality experiences of the workplace. These encounters raise aspirations, challenge stereotypes, and develop employability skills.

Impact

Learners make informed, ambitious next-step decisions
Effective and sustained post-16/post-18 transitions
Improved career readiness and employability skills
Disadvantaged learners and SEND students are well supported
Positive destination outcomes for all learners

Our careers plan is well-structured, detailed and embedded across the school, ensuring that all students can access high-quality careers education, information, advice and guidance. Careers learning is delivered through dedicated lessons, PSHE, form time, curriculum links and employer engagement, providing clear progression and consistency in line with Gatsby Benchmark 1.

The programme is personalised and responsive to individual needs. Students use Unifrog to explore pathways linked to their interests and aspirations, and maintain a Personal Development Record to reflect on skills and experiences. The Future Skills Questionnaire (FSQ) informs planning and targeted support, while personal guidance is available at key transition points, meeting Gatsby Benchmarks 3 and 8.

The careers programme is fully aligned with all eight Gatsby Benchmarks and is structured around the six learning areas of the CDI Careers Development Framework. This supports students to grow throughout life, explore possibilities, manage their careers, create opportunities, balance life and work, and see the big picture.

Our provision is inclusive, ensuring equal access for all learners, including those with SEND and disadvantaged students. Careers learning is accessible through multiple formats, with data used to identify and remove barriers, ensuring every student benefits from employer encounters, careers events and guidance. Overall, our careers plan ensures every student is supported to make informed, confident decisions about their future education, training and career pathways.