CAREERS EDUCATION, INFORMATION ADVICE & GUIDANCE STRATEGY
2025-2029
CONTENTS CIEAG STRATEGY
Strategy................................................................................................................................................... 4 Mission..................................................................................................................................................... 4 Context..................................................................................................................................................... 4 The Gatsby Benchmarks...............................................................................................................5 Links to Corporate Strategic Plan Objectives...................................................................7 SWOT Analysis.....................................................................................................................................9 OBJECTIVES FOR 2025 - 2029 ........................................................................................................ 10 DELIVERY PLAN ........................................................................................................................................... 11 APPENDIX Appendix 1: Our CEIAG Programme.....................................................................................16
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CAREERS EDUCATION, INFORMATION ADVICE & GUIDANCE STRATEGY
CIEAG STRATEGY
Strategy Mission To provide high quality impartial careers education, information, advice and guidance for all of our current and prospective learners to support them on their journey to meet their aspirations for their chosen career pathways.
Context Nescot has a commitment to its current and prospective learners to provide good quality impartial information, advice and guidance and a comprehensive careers education programme. Our information, advice and guidance aims to: • Inspire and inform everyone about the full range of education, training and employment opportunities available to them • Be provided impartially, and • In the best interests of the learner to whom it is given High quality, independent careers guidance is also crucial in helping our learners leave the College more fully rounded and ready for the world of work. Our aim is to ensure that all of our learners have access to external perspectives from the outside world by providing more direct experience of the world of work, a clear view of the labour market and a good understanding of progression routes, so our learners can understand where their choices will take them in the future.
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CIEAG STRATEGY & CONTEXT
The Gatsby Benchmarks
The Gatsby Benchmarks are a framework of 8 guidelines defining world-class careers education in schools and colleges.
BENCHMARK 1: A STABLE CAREERS PROGRAMME
All learners, parents and carers, teachers and staff who support learners should have access to good- quality, up-to-date information about future pathways, study options and labour market opportunities. Young people with SEND and their parents and carers may require different or additional information. All learners will need the support of an informed adviser to make the best use of available information. BENCHMARK 2: LEARNING FROM CAREER AND LABOUR MARKET INFORMATION
Learners have different careers guidance needs at different stages. Careers programmes should help learners navigate their concerns about any barriers to career progression. In addition, opportunities should be tailored to the needs of each learner, including any additional needs of vulnerable and disadvantaged learners, young people with SEND and those who are absent. BENCHMARK 3: ADDRESSING THE NEEDS OF EACH YOUNG PERSON
As part of the institution’s programme of careers education, all teachers and subject staff should link curriculum learning with careers, even on courses which are not specifically occupation led. BENCHMARK 4: LINKING CURRICULUM LEARNING TO CAREERS
Every school, college and ITP should have an embedded programme of careers education and guidance that is known and understood by learners, parents and carers, staff, those in governance roles, employers and other agencies.
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CAREERS EDUCATION, INFORMATION ADVICE & GUIDANCE STRATEGY
Every learner should have multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace. BENCHMARK 5: ENCOUNTERS WITH EMPLOYERS AND EMPLOYEES
BENCHMARK 6: EXPERIENCES OF WORKPLACES
All learners should understand the full range of learning opportunities that are available to them, including academic, technical and vocational routes. This should incorporate learning in schools, colleges, ITPs, universities and in the workplace. BENCHMARK 7: ENCOUNTERS WITH FURTHER AND HIGHER EDUCATION
Every learner should have first- hand experiences of workplaces to help their exploration of career opportunities and expand their networks.
BENCHMARK 8: PERSONAL GUIDANCE
Every learner should have opportunities for guidance meetings with a careers adviser, who could be internal (a member of school or college staff) or external, provided they are trained to an appropriate level. These meetings should be available for all learners whenever significant study or career choices are being made. They should be expected for all learners but should be scheduled to meet their individual needs. The careers leader should work closely with the careers adviser, SEND coordinator and other key staff to ensure personal guidance is effective and embedded in the careers programme.
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GATSBY BENCHMARKS
Links to Corporate Strategic Plan Objectives
The corporate strategic objectives are set out below, with an indication of how the CEIAG Strategy facilitates their achievement. The CEIAG Strategy lies at the heart of the College’s strategy pyramid and influences all that we do as a college.
ACADEMIC DEVELOPMENT DRIVERS
CURRICULUM GROWTH STRATEGY
QUALITY DRIVERS
LEARNING, TEACHING AND ASSESSMENT STRATEGY
HIGHER EDUCATION HE STRATEGY
FURTHER EDUCATION FE STRATEGY
STUDENT ENGAGEMENT STRATEGY
APPRENTICESHIP STRATEGY
CURRICULUM DEVELOPMENT AND ENGAGEMENT STRATEGIES
CAREER DEVELOPMENT STRATEGIES
CAREERS EDUCATION, INFORMATION ADVICE AND GUIDANCE CEIAG STRATEGY
INFRASTRUCTURE STRATEGIES
ESTATES STRATEGY
HR AND ORGANISATIONAL DEVELOPMENT STRATEGY
DIGITAL AND IT STRATEGIES
ENABLING STRATEGIES
COMMUNITY ENGAGEMENT STRATEGY
MARKETING AND SCHOOL LIAISON STRATEGIES
FINANCE AND COMMERCIAL STRATEGY
SALES STRATEGY
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CAREERS EDUCATION, INFORMATION ADVICE & GUIDANCE STRATEGY
OUTSTANDING TEACHING, LEARNING AND ASSESSMENT IN AN INSPIRATIONAL AND SAFE ENVIRONMENT The CEIAG Strategy seeks to provide comprehensive Information, Advice and Guidance (IAG) that enables our learners to achieve and progress onto higher learning or into relevant employment. It recognises the importance and value of personal development, behaviour and welfare by embedding it throughout curriculum delivery, tutorial and activities that enrich the learner experience. STABILITY AND GROWTH The careers strategy is low cost and makes best use of the resources and skillsets we currently have within the organisation. We will utilise several agencies, networks and contacts to resource guest speakers from industry at no additional cost HELPING OUR LEARNERS DEVELOP THE SKILLS ATTITUDES AND QUALIFICATIONS THEY NEED TO SUCCEED AT WORK Our strategy aims to provide good quality relevant work experience for all our learners and to increase the opportunities for our learners to engage in enterprise activities. Our comprehensive careers education programme seeks to help all our learners meet their careers aspirations ENGAGED WITH EMPLOYERS AND OTHER ORGANISATIONS TO OFFER COURSES THAT ARE INNOVATIVE, RELEVANT, AND IN DEMAND We will work with employers to ensure that skills for employment underpin all curriculum design, development and delivery. Use of labour market intelligence (LMI), market share analysis, employer feedback and local and regional economic plans will also inform curriculum products and delivery strategies. We will generate more opportunities to meet and engage with sector specific guest speakers from industry. DEVELOPING STRONG RELATIONSHIPS WITH SCHOOLS AND COMMUNITY GROUPS TO GIVE CLEAR INFORMATION, ADVICE AND GUIDANCE. The strategy facilitates the development of a comprehensive IAG service and Schools Liaison Team that work with curriculum staff to offer services to schools within our direct catchment and further afield. The strategy seeks to engage with learners below Year 11 to bring them into the college to experience a further education environment and vocational provision. TO BE AN EMPLOYER OF CHOICE We will continue to develop the knowledge and skillsets of our IAG Advisors and develop our tutors and personal development coaches to support the careers education programme.
LINKS TO CORPORATE STRATEGIC PLAN OBJECTIVES 8
• Staffing infrastructure for delivering CEIAG: » IAG Advisors » Teachers • Infrastructure for promotion: » Marketing Team » Sales Team » NESCOMMS • Large employer base from: » Apprenticeships » Work experience » Full cost courses • Industrial experience of vocational teachers
• SMT “buy-in” of CEIAG Strategy • Nina Johal Enterprise Coordinator from Surrey Careers Hub • Lead College status in Careers Hub • Dedicated weekly timetabled personal development sessions • Careers education resources • Access to employers (speakers, visits, workshops) • Extensive learner destination survey • Supported Internship programme (EHCP learners)
• Lack of proactive engagement from learners • Poor record-keeping of careers activities by learners • Inconsistent feedback from work experience activities • Feedback mechanisms from parents and employers
• Learner inability to identify and apply transferable skills developed at college in interview situations • Inconsistent levels of engagement with the careers programme by curriculum across the College • No strategic lead for wider employer engagement across the college
• 360° approach to the use of the Compass careers activity monitoring tool • Introduction of T-Levels driving more direct input from employers
• Widen provision of careers information to parents • Careers Ambassadors • Reorientation of Foundation Learning curriculum to contain more work-related skills development whilst in college
• Proactive use of social media channels • New technologies and new occupations
• Attendance at personal development sessions • Learner perceptions of careers education • Engagement with the programme by curriculum and the wider college
• Competition for employer input due to introduction of the T-Levels • Unemployment levels in entry level jobs • Employers unwilling to take students on work experience
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CAREERS EDUCATION, INFORMATION ADVICE & GUIDANCE STRATEGY
OBJECTIVES FOR 2025-2029
Our CEIAG is split into three key phases: • To evaluate our careers programme to align to the Gatsby benchmarks and ensure a sound foundation to build on. • To engage our learners and stakeholders with high quality and useful careers education at Nescot. • To build a careers programme that can endure, developing systems and staff to provide a programme that will continuously improve.
PHASE 1: EVALUATE
PHASE 2: ENGAGE
PHASE 3: ENDURE
• Achieve Gatsby Benchmarks
• Improve information and materials to foster curiosity and develop the career management skills of our learners. • Further improve our pre-application information, advice and guidance. • Seek to innovate our core careers activities
• Transform and develop our personal development sessions to ensure the ongoing development of skills for our learners to be successful in the workplace. • Encourage learners to record and evaluate their careers journey to evidence engagement with our careers programme • Capitalise on on-programme learning to ensure our learners recognise their skills and application to employment • Act as an exemplar for the provision of CEIAG services • Foster a growth mindset culture to ensure continuous improvement
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OBJECTIVES FOR 2025-2029
DELIVERY PLAN
TIMESCALES
GATSBY BENCHMARK MAPPING
OBJECTIVES PHASE TARGET GROUPS
ACTIVITIES
DELIVERED BY
Short term (0-1 year)
Medium term (1-2 years)
Long term (>2 years)
Create a library of careers resources available in Google Classroom Learners to create short (3 minute) employability and careers education video content
Careers Engagement Officer
1, 3
All learners
Full-time Further Education learners
Careers Engagement Officer
1, 3
Improve information and materials to foster curiosity and develop the career management skills of our learners.
Careers Engagement Officer Marketing
1
Use and promote the new Nescot branding
All learners
Promote and incentivise use of the NESCOMMS careers page
1
All learners
IAG Officers
Involve learner participation in CEIAG envisioning sessions with our IAG Team and Enterprise Advisor on informing careers culture change Develop an information session on study pathways aimed at parents of year 9 pupils to assist them with their child’s GCSE option choices.
Head of Safeguarding & Wellbeing
Full-time Further Education learners
1
Careers Engagement Officer Marketing Careers Engagement Officer Marketing Heads of School
8
Parents
Create resources on the college website to support transition into college
Full-time Further Education learners
Seek to further improve our pre-application information, advice and guidance
8
Case studies to be produced showcasing work experience/ placement successes to be shared with employers Each curriculum area to have at least one named employer with whom curriculum content their careers programme is evaluated annually
1
Employers
Marketing
1
Heads of Curriculum
Employers
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CAREERS EDUCATION, INFORMATION ADVICE & GUIDANCE STRATEGY
TIMESCALES
GATSBY BENCHMARK MAPPING
OBJECTIVES PHASE TARGET GROUPS
ACTIVITIES
DELIVERED BY
Short term (0-1 year)
Medium term (1-2 years)
Long term (>2 years)
Full-time Further Education learners Special Educational Needs learners Special Educational Needs learners Special Educational Needs learners Special Educational Needs learners
Head of Curriculum Foundation Learning
8
Further develop our 14-16 curriculum offer
Further extend links with special schools to ensure personalised approach with young people and their families
Head of Curriculum Foundation Learning
8
Careers Engagement Officer Head of Curriculum Foundation Learning
Produce a transition map in and out of College for our SEN learners
8
Seek to further improve our pre-application information, advice and guidance
Extend the skills of our IAG Advisors at providing information, advice and guidance for SEN learners Strengthen the links between the IAG Team and the Foundation Learning Teaching Team for a better understanding of careers education delivery Development of a live chat facility on the college website Improve the information provided on the website relating to local marketing intelligence, signposting them to appropriate courses to meet local employment demand Develop and provide a skills analysis of each learner during their induction to enable us to provide more personalised personal development. Results and progress should be shared with parents to assist with parental engagement with the programme Engage a specialist external speaker on developing transferable skills to deliver to our learners
Careers Engagement Officer
8
Careers Engagement Officer Head of Curriculum Foundation Learning Vice Principal Curriculum Marketing
8
8
All learners
Vice Principal Curriculum Marketing
2
Adult learners
Transform and develop our personal development sessions to ensure the on-going development of skills for our learners to be successful in the workplace
Head of Safeguarding & Wellbeing Careers Engagement Officer
Full-time Further Education learners / Parents
3, 4, 8
Full-time Further Education learners Teachers
3, 4
Vice Principal Curriculum
12
DELIVERY PLAN
TIMESCALES
GATSBY BENCHMARK MAPPING
OBJECTIVES PHASE TARGET GROUPS
ACTIVITIES
DELIVERED BY
Short term (0-1 year)
Medium term (1-2 years)
Long term (>2 years)
Transform and develop our personal development sessions to ensure the on-going development of skills for our learners to be successful in the workplace
Full-time Further Education learners Teachers
Develop a new personal development programme framework to address skills development
Head of Safeguarding & Wellbeing
3, 4
Research and evaluate resources for development of wider employment skills that can be used during and outside of personal development sessions Develop tighter methods of recording learners’ careers activities with monitoring to ensure compliance. Most especially: • Attendance at employer talks and workshops • Vocational trips and visits • Development of pre-employment skills • Development Improve on and embed the methods of evaluation by learners of the work experience placements to ensure they were meaningful, such as a setting an assignment based on the experience
Head of Safeguarding & Wellbeing Careers Engagement Officer
Full-time Further Education learners Teachers
3, 4
Head of Safeguarding & Wellbeing Vice Principal Curriculum
Full-time Further Education learners
3
Encourage learners to record and evaluate their careers journey to evidence engagement with our careers programme
Full-time Further Education learners
Head of Safeguarding & Wellbeing
6
Full-time Further Education learners
Develop a system of badging to assist in signposting the wider employment skills
4
Deputy Principal
Capitalise on on-programme learning to ensure our learners recognise their skills and application to employment
Head of Safeguarding & Wellbeing Careers Engagement Officer
Assessment on career skill signposting to be included as part of lesson observations/ learning walks Extend our programme of practice interviews, including online interviews for a changing world
Full-time Further Education learners
4
Full-time Further Education learners
3
Heads of School
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CAREERS EDUCATION, INFORMATION ADVICE & GUIDANCE STRATEGY
TIMESCALES
GATSBY BENCHMARK MAPPING
OBJECTIVES PHASE TARGET GROUPS
ACTIVITIES
DELIVERED BY
Short term (0-1 year)
Medium term (1-2 years)
Long term (>2 years)
Establish links with employers for delivery on our level 3 programmes for the T-level curriculum Establish an alumni programme and encourage alumni to engage with careers programme Introduce a work shadowing programme for curriculum area where hard to source meaningful work experience Research new and emerging technologies and offer opportunities within the personal development programme Develop opportunities for Enterprise within the enrichment programme and for adult learners Proactively participate in the Surrey Careers Hub sharing best practice and supporting local schools and colleges Capitalise on our roles as Lead College promote our careers programme to stakeholders
Full-time Further Education learners
4, 5
Heads of School
Director of Marketing & Admissions
5
All learners
Seek to innovate our core careers activities
Full-time Further Education learners
Head of Safeguarding & Wellbeing
6
Full-time Further Education learners
Head of Safeguarding & Wellbeing
2
3
Deputy Principal
All learners
1
External
Vice Principal Curriculum
Act as an exemplar for the provision of CEIAG services
1
External
Vice Principal Curriculum
Foster a growth mindset culture to ensure continuous improvement
Improve on feedback mechanisms for evaluation of our careers programme from all stakeholders
1
All learners
Vice Principal Curriculum
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APPENDIX
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CAREERS EDUCATION, INFORMATION ADVICE & GUIDANCE STRATEGY
Appendix 1: Our CEIAG Programme
AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JUL
PERSONAL GUIDANCE Online and telephone enquiry service Admissions interviews HE Clearing Learner Finance Advice & Guidance 1 to 1 careers guidance book-in sessions
Information, advice and guidance drop-in sessions “Swap Not Drop” (intervention to avoid withdrawal) Progression Talk Progression referrals School IAG Visits College Tours ENCOUNTERS WITH EMPLOYERS AND EXPERIENCE OF WORKPLACES
Guest Employer Speakers Employer-led workshops Vocational Trips and Visits “Next Steps” Careers Fair
Care & Early Years Careers Fair Performing Arts Careers Week External work experience College simulated work experience T-Level Work placements
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AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JUL
EMPLOYABILITY SKILLS CV & job application letter personal development sessions “Employment Rights” personal development session Interview practice ENTERPRISE Young Enterprise Programme (Business Learners) HIGHER EDUCATION UCAS application support External HE fairs University open day visits Learner finance and money management sessions EVENTS & COMPETITIONS National Careers Week National Apprenticeship Week World Skills training (Computing & Media learners)
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