Careers & Destinations Statements Destinations, Tracking Parent & Carer Checklist Useful Links Employers Contact Us

The purpose of this section is so that you can see what we are trying to achieve (intent and entitlement), how we are going to achieve this (Implementation) and how we judge what we provide works (impact).

pan_tool_alt

Students are entitled to:

• A term per year of dedicated tutorial lessons on careers activities regarding self-awareness, different types of careers and action planning.
• An introduction to the library and the careers area.
• Access to recommended careers software.
• Help when your child chooses their Key Stage 4 options.
• Support from the careers advisor upon referral by the student, parent/carer or head of year.
• Help on choosing their work experience work in Year 10.
• Time after progress updates and careers learning in PSCHE and Citizenship for reviewing current progress and target setting.
• Attending a careers fair.

Students are entitled to:

• Two terms of career lessons on researching post-16 opportunities, completing an application for their chosen route in adulthood and formal support from their tutor, the Head of Sixth Form and the Sixth Form Intervention Support Officer.
• Time after progress updates and careers learning in PSCHE for reviewing current progress and target setting.
• University visits/open days.
• University speakers.
• Events and presentations on alternatives to university.
• An evening presentation talk for students and parents on getting to university and how to fund higher education study.
• Visit to different universities including open days.
• Support with completing UCAS applications and personal statements.
• Visit to the University and Apprenticeship Fair.
• Support from the careers advisor.
• Attending a careers fair.

pan_tool_alt

pan_tool_alt

Every pupil, 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.

All teachers should link curriculum learning with careers. For example, STEM subject teachers should highlight the relevance of STEM subjects for a wide range of future career paths.

Every pupil 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.

Every pupil should have opportunities for guidance interviews with a careers 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 pupils but should be timed to meet their individual needs.

Source: Careers and Enterprise

Research by the Education and Employers Charity informs us that excellent careers education, information, advice, guidance and encounters raise the aspirations of all young people and increase their levels of attainment. Furthermore, it will increase student motivation by linking activities in school with preparation for adult life. Careers education will be crucial in enabling good progress, raising student achievement, helping our young people focus on their longer-term career ambitions ensuring an equality of opportunity for all and active social mobility.

De Aston School works within a clear framework which meets statutory requirements and learner needs to evolve our planning to achieve the Gatsby Benchmarks, better learner social mobility, encouraging them to be active positive community contributors and preparing them for the challenges and opportunities ahead in their education and working lives to reduce their risk of becoming NEET. De Aston School students are very well supported in making applications to all types of providers such as sixth form, traineeships, apprenticeships, university, colleges and independent providers.

The careers team collaborates with all other members of staff, Complete-Careers (our external development partner) and other practitioners to enhance students’ prospects, encouraging them to contribute to their communities and preparing them for future challenges and opportunities.  A programme of careers education, information and guidance is delivered to students from Year 7 to Year 13. This is supplemented by one-to-one careers guidance meetings with our independent careers advisor who is Level 6 qualified and externally employed by Complete-Careers.  The multifaceted approach is crucial in helping our students to have career plan that is both ambitious and realistic with the personal, cultural, employability and transferable skills for future success.  Therefore, we aim to ensure that our students are well informed and have the necessary skills and qualities when career decision-making is necessary.

Our delivery is informed by the Department for Education Careers Strategy 2017, ‘Making the most of everyone’s skills & talents’, and is compliant with the careers guidance set out by the Government for delivery in ‘Careers Guidance and Inspiration for young people in schools’.

We aim to facilitate that all learners:

• Reach and attend an ambitious destination that provides a long-term sustainable career.
• Have the employability skills, knowledge, understanding, the cultural capital, resilience and confidence to accept new challenges, whether represent opportunities or adversity, in order to live a comfortable and happy life.
• Have ambitious goals and aspirations relative to their personal context and they are seeking to realise them.

Our external, summarised destinations measure is published by the government on 'Find and compare schools in England' for sustained destinations. 

We measure this impact by ensuring that all Year 11 learners have the following and have communicated this to the careers leader:

• By March in Year 11 each learner has an intended ambitious destination.
• By April in Year 11 each learner has achieved the September guarantee by securing a conditional or an unconditional offer from an education provider, an apprenticeship/traineeship, the military or an employer who will provide accredited training.
• By the November of the following academic year, each learner is attending the place that was accepted after receiving their Level 1 or 2 results at the end of the year. Where results are different to those expected each learner is able to use the skills learnt in the careers programme to make an appropriate choice to fulfil their adapted path or goal.
• By the March of the following academic year, each learner is still attending their destination and they are making good progress.

When each learner reaches the end of Year 13, post-18 transition point, we measure the impact in a similar way to Year 11.  The measures are:

• At the end of Year 12, learners indicate their intended destination for the end of Year 13.
• If a learner wishes to submit a credible application to Oxbridge or degree courses in medicine, dentistry or veterinary medicine/science, they have indicated so to the Head of Sixth Form in September in order to meet UCAS' early entry deadline in October of Year 13.
• If a learner wishes to apply for other undergraduate courses, they indicate so by the end of Year 12 so that a good application is submitted by UCAS' national deadline in January of Year 13 and all learners that aspire to these destinations have accepted offers within the allocated deadline by UCAS.
• The number of students that are accepting conditional offers is increasing and likewise the number of accepted unconditional offers are decreasing.
• If a learner wishes to pursue a non-degree (Intermediate, Advanced and some Higher) apprenticeships or some form employment or they have been unsuccessful in the UCAS application process, their intended destination is established by April with applications being made and offers are received/accepted before May of Year 13.
• Where a learner wishes to accept an offer they are able to assess the risks, the opportunities and the likelihood of whether achieving the offer is realistic and supports their career path.