General information on Glebedale School’s Career Programme can be found below. The school will make contact directly with parent/carers regarding activity and/or meetings which relate specifically to their child. Should parents/careers have further questions please contact the school’s Careers Lead. The Careers Leader for Glebedale School is Paul Wheatley who can be contacted via email [email protected] or by calling the main school number 01782 320773.
The school will review the programme annually and publish outcome measures annually such as; exam results and post 16 destinations.
The Gatsby Career Benchmarks are the result of an international study to find the best practice in career guidance worldwide. The eight Gatsby benchmarks of Good Career Guidance are:
|Gatsby Benchmark||Summary||School Commitment|
|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 pupils, parents, teachers and employers.||The school will publish its programme on the school website and review and update it annually.
Other measures will also be updated annually; exam performance and destination data.
|2. Learning from career and labour market information||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 the best use of available information.||All pupils and parents/carers will have access to an individual appointment with trained staff
Parents and pupils should be encouraged to access and use information about labour markets and future study options to support decision making.
|3. Addressing the needs of each pupil||Pupils have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each pupil. A school’s careers programme should embed equality and diversity considerations throughout.||The school, through its curriculum and careers programme, will actively seek to challenge stereotypical thinking and raise aspiration.
The school will keep records of the individual advice given to each pupil, and subsequent agreed decisions. Copies of which will be available to parents/carers and pupils.
The school will collect and publish pupil destination data.
|4. Linking curriculum learning to careers||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 career pathways.||All staff will link their curriculum to the world of work and life beyond school.|
|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.||
Every year the school will provide a meaningful encounter with an employer either through visiting speakers or visits.
|6. Experience of workplaces||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.||By the age of 16, every pupil will have been encouraged and supported to experience a workplace.|
|7. Encounters with Further and Higher Education||
All pupils 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 will have been encouraged and supported to access a range of learning opportunities i.e college placement, Alternate Provision provider and/or University aspirational visit.|
|8. Personal Guidance||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.||All pupils and parents/carers will have access to an individual appointment with trained staff at key points of a pupils’ education.