We recognise the importance of effective Careers Education, Information, Advice and Guidance (CEIAG) for young people and we expect all our students to develop high aspirations and consider a broad and ambitious range of careers. We aim to inspire every student through more real-life contacts with the world of work to help them understand where different choices can take them in the future and we wish to ensure that our students are not restricted by circumstances or location from becoming self-confident, well-educated and enterprising individuals. We work hard across the school in all our lessons and form periods to prevent all forms of stereotyping to ensure that boys and girls from all backgrounds and diversity groups consider the widest possible range of careers including those that are often portrayed as primarily for one or other of the sexes.
We set high expectations, including for the most vulnerable and those with special educational needs and disabilities, so that every student is stretched and acquires the attributes that employers value. This will help every young person to realise their potential and so increase economic competitiveness and support social mobility.
We measure our success by our students’ destinations and this will be reflected in higher numbers progressing to apprenticeships, universities – including selective universities, traineeships, and other positive destinations such as employment or a further education college. This will help to close the gap in destinations between young people from disadvantaged backgrounds and others.
As a school, we are committed to carrying out the Department for Education’s Careers Strategy: Making the most of everyone’s skills and talents from December 2017 and the accompanying statutory guidance for schools from January 2018. To do this, we make sure that as a school we make our students aware of all progression opportunities available to them in the future, including Further Education College, Sixth Form, University, Apprenticeships, Employment, Entrepreneurship and Voluntary Work. In addition, we also employ a dedicated Careers Leader who is responsible for overseeing the school careers programme, which meets the eight Gatsby benchmarks for effective careers guidance and is published on our website for the scrutiny of students, parents/carers, employers, governors and other interested parties.
Our city location provides us with the opportunity to make sustained contacts with employers, mentors and coaches who can inspire students with a sense of what they can achieve and help them understand how to make this a reality.
Our strategy is set within a clear framework linked to outcomes for students rather than an ad-hoc set of activities and it reflects the school’s ethos and meet the needs of all our students. Our strategy will grow with the school as we take in more students and the age profile of the school changes.
We provide access to a range of activities that inspire young people, including employer talks, careers fairs, motivational speakers, college and university visits, coaches and mentors. We are supported by a professionally qualified Careers Leader, who can help provide students with dedicated careers education sessions and independent and impartial advice and guidance regarding their career decisions.
- Dedicated 1-2-1 careers appointments for all students in Year 8 and 9, to help them explore the career implications of their GCSE options choices.
- Dedicated 1-2-1 careers appointments for all students in Year 10, to help them explore the different options available to them at post-16 and to get them thinking about potential career pathways after they have finished school.
- 1-2-1 and small group sessions with Y7 and Y8 students to help them to start exploring how their skills and interests might link to particular subjects they could study or jobs they could do in the future.
- Targeted 1-2-1 sessions with students in all year groups to focus on career-related school issues, such as behaviour, attendance and motivation.
- Careers education sessions for students in all year groups, focusing on topics like Self-Awareness, Labour Market Information, ‘Jobs of the Future’, Careers in the Curriculum, Good Work and Bad Work, Writing a CV/Job Application, Preparing for Interviews, Job Stereotypes, Progression Pathways and much more, as part of our PHSCEE Careers Drop-Down Day!
- Whole-school Careers Fair with the opportunity for students to meet and ask questions to over 30 different employers, colleges, universities, training and apprenticeship providers from around the local area and beyond!
- Joined-up careers support between the Careers and Inclusion/SEND teams to ensure that all vulnerable students have a better understanding of their aspirations and options for the future – this included support from the team at Aspire-igen to work with students on long-term action plans during National Careers Week.
- Support from the Careers team at ENGAGE evenings, so that parents could ask questions about their child’s future options.
- Weekly careers newsletter, ‘Next Steps @ TRGA’, which focused on highlighting a different career area each week and provides students and parent/carers with up-to-date information about careers events and post-16 options around the city of Leeds.
- Small and large group trips to and from local employers, colleges, universities and apprenticeship/training providers, to give students the chance to find out more about different education and employment pathways available to them around the city.
- Enterprise competitions to help students develop valuable soft skills that employers need, such as Teamwork, Communication, Project Management, Commercial Awareness and Creativity – this included the whole of Year 9 taking part in the National Enterprise Challenge and our winning team of six students attending the Grand Finals in Telford, as well as selected students taking part in the Prince’s Trust MOSAIC Enterprise Challenge.
- Higher Education progression sessions for selected students with IntoUniversity, including a Year 8 trip to the University of Leeds and a Year 10 residential for selected students to Leeds Beckett University.
- Curriculum-related careers events and sessions, delivered by the Careers Adviser, local colleges and employers to show students how their school subjects link to future opportunities.
- Careers assemblies for all year groups on a variety of topics, including guest speakers from Curtins, Jacobs, the Civil Sevice, the Local Enterprise Partnership and the NHS!
- Voluntary after-school sessions for Year 10 students, including CV writing, finding part-time work, pathways in Law and careers in the Construction industry.
- Mock interviews for all students in Year 10 with a range of employers, including Sky, Engie, the Civil Service and Curtins!
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.
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.
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.
LINKING CURRICULUM LEARNING TO CAREERS
All teachers should link curriculum learning with careers. STEM subject teachers should highlight the relevance of STEM subjects for a wide range of future career paths.
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.
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.
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.
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. They should be expected for all students but should be timed to meet their individual needs.
- National Careers Week and National Apprenticeship Week, including a full programme of activities targeted specifically for each year group.
- Whole-school careers fair, with opportunity to speak with over 30 different employers, universities, sixth forms, colleges, apprenticeship and training providers from the local area and further afield.
- Bespoke careers assemblies at key points in the Autumn, Spring and Summer terms.
- Bespoke programme of careers education as part of the form time and PHSCEE drop-down day, including hearing from external speakers both in person and digitally via the STEAM School programme, so that students have an awareness of the full variety of job roles and progression pathways available to them in the future, including work, volunteering, university, sixth form, college and apprenticeships.
- Access to the weekly careers newsletter, in both paper copy and digital format via the TRGA website, with career profiles to inspire students by showcasing a range of professions, which challenge gender stereotypes of work and provide students with ideas for the future.
- Drop-in sessions at break or lunchtime with a qualified careers adviser.
- Access (both in school and at home) to the Kudos careers software, which allows students to explore where their skills and interests can take them in the future.
- Opportunity to speak with a qualified careers adviser with parents/carers at GCSE Options evening and parents’ evenings.
- Post-16 provider fairs for students and parents/carers at the Year 11 and Year 10 parents’ evenings in December 2018 and July 2019 respectively and a GCSE Options Fair attended by representatives from universities and the world of work, as part of the GCSE Options Evening for Year 8 in Spring Term 2019.
- Extra-Curricular sessions in Physical, Practical and Presentation Life Skills, mapped to the Skills Builder Partnership Framework, in order to help students develop the core transferable skills needed for life after education – Listening, Presenting, Problem Solving, Creativity, Staying Positive, Aiming High, Leadership and Teamwork
For a more detailed breakdown of how our school delivers high-quality Careers Education, Information, Advice and Guidance (CEIAG), please click on the links below to read our TGAT trust CEIAG policy and TRGA Year Group Careers Plan and stay tuned for our TRGA Careers Policy 2018-19, which is currently in the process of being approved by the school and board of governors
All of the staff at The Ruth Gorse Academy play a large part in preparing our students for the future but we also have a dedicated Careers team that help to provide students with specialist knowledge, advice and guidance to answer any and all careers-related questions – our Careers team are:
SLT Careers Link / Assistant Principal:
(Mr. Moncur’s office is in Room 141)
Careers Leader / Careers Adviser
(Mr. Webb is in school every day in Room 203)
For anything careers-related, come and speak to Mr. Webb or book an appointment by speaking to your Head of Year or Form Tutor.
- Providing information about different career pathways and the world of work.
- Providing impartial advice and guidance to help you explore and decide on future career routes, including sixth form, college, apprenticeships, university and work.
- Having 1-2-1 meetings with students to talk about school, work, day-to-day life and the future.
- Running group workshops to help students learn about their skills, produce a CV, prepare for a job interview, apply for college/apprenticeships and much, much more!
- Supporting students to search and apply for volunteering opportunities, work experience placements, part-time work and post-16 destinations.
What are ‘Transferable Skills’? – ‘Transferable Skills’ are different to the skills that you might learn for a specific job, like operating machinery, using computer software or learning how to treat a broken arm – ‘Transferable Skills’ are not taught or learned but developed over time and are really important for helping you prepare for the future, as they are required in almost any job role or industry that someone might want to get into. Some examples of ‘Transferable Skills’ are:
- Communicating well with others
- Project Management
- Planning and Organisation
- Time Management
- Managing conflict with other people
- Self-motivation and hard work
- Building positive relationships
- Negotiation and compromise
As the world of work changes and new jobs appear all the time, qualifications will still be important but developing ‘Transferable Skills’ will also be vital to succeed in the future! The World Economic Forum ‘Future of Jobs’ report suggests that emotional intelligence (working well with and understanding other people), creativity and people management will be among the top skills needed for most jobs by 2020! (https://www.weforum.org/agenda/2017/02/employers-are-going-soft-the-skills-companies-are-looking-for/)
How can I get these ‘Transferable Skills’? – Recent research from The Prince’s Trust and HSBC has found that many young people feel unprepared for entering the world of work after leaving school due to not spending enough time on developing their ‘Transferable Skills’ through school or part-time work (http://www.sec-ed.co.uk/news/princes-trust-report-urges-us-to-focus-on-soft-skills/)
Here at The Ruth Gorse Academy, we help our students to develop their ‘Transferable Skills’ in a variety of different ways, including:
- Careers education sessions to help boost self-awareness and motivation.
- Enterprise projects and competitions to provide opportunities to develop teamwork, communication, creativity and project management skills.
- The TRGA Student Council and Prefect programme, to give students a chance to take on a position of responsibility and enhance their confidence and presentation skills.
- Extra-Curricular sessions in Physical, Practical and Presentation LifeSkills, mapped to the Skills Builder Partnership Framework, which focuses on helping students to develop their skills in Listening, Presenting, Problem Solving, Creativity, Staying Positive, Aiming High, Leadership and Teamwork: https://www.skillsbuilder.org/
- Positive Discipline (PD) system to encourage and reward hard work and self-motivation.
- Purple Zone, homework and class projects to build independence, research skills and experience of project management.
Learning more about post-16 options, career pathways and the job market is not just for students – Mr. Webb, the school Careers Adviser, will be available at various ENGAGE and parent’s evenings over the course of the year to speak with parents about their child’s career interests and aspirations and he is also contactable anytime on the following details:
Email: firstname.lastname@example.org Tel: 0113 2531600 (Ext. 4221)
If you are a parent and would like to find out more about the careers-related support and activities available for your child at The Ruth Gorse Academy, then please get in touch with Mr. Webb, or check out the link below for lots of useful information, advice and guidance from the Parental Guidance website!
As a school, we have a statutory commitment to uphold the Education Act 1997 and the recent Technical and Further Education Act 2017, which involves adhering to the Baker Clause that came into force on 2nd January 2018 (https://www.gov.uk/government/publications/technical-education-and-apprenticeships-raising-awareness)
The policy statement from the school (CLICK HERE TO VIEW) explains how providers of technical education, such as alternative 14-16 providers, Further Education colleges and apprenticeship providers can apply for access to speak with our students in Years 8-11 about the various education and training options available to them at 14-16 and post-16, including details of suitable access points within our school calendar and the lead contact at the school who can help to facilitate this.
As a starting point, please contact our Careers Leader, Chris Webb, on the following details if you have an interest in working with or coming in to speak with our students about any of the opportunities you may be able to provide to them in the future:
- Email: email@example.com
- Tel: 0113 2531600
As the Year 11 cohort for academic year 2018-19 are the academy’s first ever school leavers, the relevant destination data for this year group will not be available until September 2019. From September, the school will also be launching a baseline career readiness survey with students in order to gauge the effectiveness of the careers programme over the course of each academic year. If you have any questions regarding the data we will be using to assess the impact of our careers programme moving forward, please contact the school on 0113 2531600 or firstname.lastname@example.org.
Our Careers Programme at TRGA is currently reviewed once per year every August by our Careers Leader, drawing on evaluative feedback from students, teaching staff, employers, SLT and governors, with ideas for improvement escalated through the school SLT meetings by Andrew Moncur, SLT Careers Lead. The Ruth Gorse Academy’s Careers Programme is also reviewed in line with the TGAT Careers Policy as part of the CEIAG Advisers Partnership Group meetings, which take place once per term and are overseen by the CEIAG Lead for TGAT, Anne-Marie Garnett.
If you are a parent/carer and wish to submit feedback or suggestions for improvement regarding the Careers Programme at TRGA, please email our Careers Leader, Chris Webb, on email@example.com