For Parents, Students, Teachers and Employers

Post-18 Guidance and Support

In the Sixth Form, we provide comprehensive guidance to support students through all their post-18 decisions, ensuring they are aware of the full range of options available. While the majority of our students pursue university applications, we offer tailored support for all recognised pathways, including:

 

Recognised Post-18 Pathways

  • Higher Education: Applying for undergraduate degrees at a university.

  • Further Education: Pursuing specialised courses at a college.

  • Apprenticeships: Accessing Advanced, Higher, or Degree-Level Apprenticeships that combine work and study.

  • Direct Employment: Entering the workforce or seeking sponsored training opportunities.

  • Gap Year Options: Guidance on planning a productive gap year, including:

    • Deferred entry to university.

    • Organised programs (e.g., volunteering).

    • Employment before university entry.

    • Independent travel/work.

Personalised Guidance Services

Sixth Form students are strongly encouraged to utilise our personalised guidance services to prepare for their next steps:

  • Careers Interview: One-to-one consultation to discuss pathways, applications, and decision-making.

  • Mock Interviews: Practice interviews tailored for:

    • University applications (including competitive courses like Medicine or Oxbridge).

    • Apprenticeship or Employment opportunities.

Students can book any of these interviews directly by contacting Mrs Harman, the Careers Co-ordinator.

Key Resources

Crucial, up-to-date careers information is provided via Google Classroom. This is the primary source for news, timely job alerts, apprenticeship vacancies, university open days, and other essential careers-related resources.

The Careers department at SJWMS

Our school is dedicated to providing a comprehensive and impactful careers education programme for all students, ensuring they are well-equipped for their future pathways. Our provision is structured around the CDI Framework and aligns with the Gatsby Benchmarks for world-class careers guidance.

Our careers education is delivered consistently throughout the academic year via:

  • Life Skills Lessons and Tutorials: Structured lessons covering core areas of career development and pathway planning.
  • Curriculum Integration: Relevant career exploration and skills development woven into subject lessons across all departments.
  • Self-Development and Reflection: Activities focused on identifying personal strengths, skills, interests, and aspirations.
  • Pathways Exploration: Detailed and current information on:
    • Apprenticeships and Vocational Pathways
    • Higher Education (University)
    • Career Exploration and Career Management skills.
  • Work Experience (WEX): Includes a mandatory WEX placement for all students in Year 10 and Year 12.

All students have access to impartial (unbiased) careers guidance and one-to-one support.

  •  A dedicated careers guidance interview is conducted with all students in Term 2 of Year 9 with our Level 6 qualified Careers Advisor.
  • All students can book follow-up one-to-one careers meetings with our Careers Lead.

To arrange an appointment, please contact Mrs Harman (Careers Lead) directly or notify your Head of Year.

Students and parents/carers can access a wealth of up-to-date information through various channels:

  • Unifrog (Y7-13) – A comprehensive platform for exploring career interests, skills quizzes, writing CVs, and searching/applying for apprenticeships and university courses.
  • Year Group Google Classrooms – An opportunity for students to stay up to date with real-time opportunities: Insight days, webinars, event alerts, Next Steps information, Work Experience resources, Labour Market Information (LMI), and Job/Opportunity Alerts.
  • Specific Careers Google Classrooms – Targeted resources for niche pathways, including: Apprenticeships, Aspiring Law Students, Oxbridge, Medical, Dentistry, Veterinary, and Studying in the USA.
  • Termly Careers Newsletter – A digest of career-related activities, key events, student celebrations, and examples of opportunities advertised during the term.

The Careers Education Map, detailing the provision for all year groups, can be found below.

At SJWMS, we are committed to providing a high-quality CEIAG programme, adhering to the Gatsby Benchmarks and the Career Development Institute (CDI) Framework. This entitlement outlines the support and opportunities every student should receive throughout their time with us.

  1. Comprehensive and Informed Guidance (Gatsby 3, 4, 8)

Through our careers programme, students are entitled to:

  • Impartial Advice and Information: Receive clear, accurate, and unbiased information about all available post-16 and post-18 pathways, including academic, technical, apprenticeship (all levels), and employment options, ensuring you understand what each involves.
  • Labour Market Awareness: Access and understand relevant labour market information (LMI) and future employment trends, helping you connect learning to the world of work.
  • Curriculum-Linked Learning: Experience careers learning integrated into at least eight curriculum subjects by the time they leave school, connecting academic study to future careers.
  • Meaningful Encounters: Have multiple opportunities to interact with education and training providers, employers, and employees from a diverse range of industries.
  1. Personal Development & Planning (CDI Framework & Gatsby 2, 7)

You are entitled to support that helps you develop your skills and plan your future:

  • Self-Development: A structured programme that helps students reflect on their strengths, skills, interests, and personal attributes to inform their career choices.
  • Career Management Skills: Develop the knowledge and skills necessary to successfully manage their career journey, including goal setting, decision-making, and adapting to change.
  • Individual Planning: The opportunity to establish and regularly review an individual career plan or portfolio (e.g. via Unifrog), setting out their goals and next steps.
  • Workplace Experience: Engage in at least one meaningful encounter with the world of work through activities like mandatory work experience (Years 10 & 12) or shadowing.
  1. Timely and Individualised Support (Gatsby 1, 6)

Students are entitled to professional and timely personal guidance:

  • Personal Guidance: Receive a face-to-face, impartial guidance interview with a Level 6 qualified Careers Advisor at key transition points (e.g. Year 9), with follow-up support available as needed.
  • Regular Review: Receive regular feedback and information on your progress and performance to support their decision-making and next steps.
  • Transition Support: Specific, timely help to complete applications (e.g. UCAS, Apprenticeships, CVs) and make the successful transition into their chosen pathway (further learning, training, or employment) when they leave SJWMS.

A careers interview is a valuable opportunity for you to have a confidential and impartial discussion about your future with our Careers Coordinator.

Key Information

  • All discussions are strictly confidential.
  • The guidance you receive is unbiased, focusing solely on the options best suited to your needs and goals.
  • We are here to encourage and support students while they are making decisions about their future. It doesn’t matter if they don’t have definite plans; that is what the meeting is for!
  • Students should not see a careers meeting as a one-off event. Depending on their needs, it may be helpful to have several discussions, and we are happy to arrange follow-up meetings.

Careers Meetings can be arranged in one of two ways:

  • Contact your Head of School (who will liaise with the Careers Coordinator).
  • Contact Mrs Harman directly

The school is an affiliate member of the Careers Development Institute (CDI) and the Careers Co-ordinator abides by their code of conduct.

What is careers education?

Careers education is a planned programme of learning activities that helps young people to think about, set goals and prepare for the future. It does this by helping them to develop the knowledge and self-help skills they will need to grasp opportunities, manage change and deal with success, disappointment and the unexpected. At the Math School careers education is provided through Life Skills lessons in the Lower School and in tutorials across all key stages.

What is impartial advice?

Impartial advice basically means that we will not tell you what to do. Impartial careers advice aims to provide young people with the knowledge and skills to make informed choices about what options they have key points in the school life. For example: in choosing GCSE options in year 9, A level options or suitable alternatives at year 11 and in year 13 whether or not to go into further or higher education, or enter the world of work.

It aims to motivate and raise aspirations by providing clear goals and encouraging young people to participate in learning and to attain qualifications that reflect their potential. Qualifications are like keys – the more qualifications you have, the more doors are open to you. These doors represent opportunities.

Within the curriculum

Careers education is found across the curriculum in many different subjects, for all year groups and across the academic year,  for example: 

  • PE – leadership and teamwork 
  • English – communication skills needed in organisations 
  • Music – researching careers of music heroes 
  • DT – study of jobs involved in particular projects 
  • Art – image in the workplace 
  • Maths – data analysis is an employability skill
  • Psychology – presentation skills 
  • Drama production – you have to audition for parts or jobs like stage-hand /lighting  – these are like interviews for jobs
  • Prefect roles – you have to be interviewed for the role

How can Parents and Carers Support Children in their Career Plans?

Young people need support from the people who know them best, their families, as they make crucial choices and plans for the future. Your encouragement is vital, especially given the current uncertainties and disruptions.

There are many ways you can offer valuable support. We have grouped our advice into three key areas: Conversations, Exploration & Research, and Involvement & Encouragement.

Conversations: Start the Dialogue

The most effective support begins with open and positive conversations about your child’s future.

  • Discover Their Interests: Talk to your child about their aspirations, hobbies, and interests. Find out what they already know about different career paths.
  • Review Class Resources: Encourage them to look back at the ‘Job of the Week’ posts on their year group Google Classroom. Ask them to consider the questions posed by the Careers Coordinator to deepen their understanding of various occupations.
  • Discuss Assessment Results: Encourage your child to complete a computer-based career choice questionnaire, such as the Icould Buzz Quiz, or the National Careers Service skills assessment. Ask to see the results and discuss them together, focusing on the suggested areas of work, rather than just specific jobs.

Exploration & Research: Finding Opportunities

Help your child actively research the pathways available to them, both in school and beyond.

  • Utilise School Resources: Encourage your child to visit the school careers library or the National Careers Service website to find out more about qualifications and jobs.
  • Focus on Local Options: Encourage your child to research courses, jobs, and training opportunities available locally. Your local authority or regional skills partnership may provide helpful information on their website.
  • Engage with Post-16 and Post-18 Planning:
    • Post-16: Make the most of ‘Next Steps Evenings’ and college/sixth-form open days. If your child is considering studying at a different institution, it’s important to explore all the options available to them.
    • Post-18 (Higher Education): If your child intends to enter university, help them plan carefully. Key discussion points include:
      • What subject/s do they want to study? (Then look at the type of careers they could go into with a degree in their chosen field. Encourage students to log onto Unifrog > Subject Library > type in their chosen course > click ‘read profile’ > scroll down to ‘explore’ and press ‘+’)
      • Which institutions offer relevant courses? (Suggested starting points would be searching on Google, looking at the University League tables e.g. The Complete University Guide, Guardian University Guide, and UCAS Explore)
      • Do their predicted GCSE grades and A-Level results meet the course entry requirements? (Check the University course page on their website for entry requirements)
      • Practical considerations: the programme structure (e.g. is there a work placement?), and whether to study close to home or move further afield.
  • Understand Year 9 Options: If your child is in Year 9, ensure you read the information available about the Year 9 Options Process. Most students will have compulsory subjects (e.g. English, Maths, Science) along with a selection of options. All Year 9 students receive a Careers Interview in Term 2 to discuss their choices with a Careers Advisor.

Involvement & Encouragement: Working Together

Your role as an encourager is crucial. Remember, the final decision belongs to your child.

  • For Year 9, 11, and 13 only, make an appointment to speak to the Careers Coordinator. They can answer specific questions about career plans and pathways.
  • It is important to support your child to reach their own decisions about their future. Providing unwavering encouragement is immensely important, and the more you know about the information, advice, and guidance (IAG) that is available, the better you can help.
  • Don’t be afraid to contact the school if you have any questions. With the right IAG, young people can make informed decisions and successfully transition to adult status.

If you need any more information about supporting your child in their career plans, please use the LAT support for parents and carers page or email Mrs Harman.

Post GMB changed – How does SJWMS meet the Gatsby Benchmarks?

Gatsby Benchmarks – What do we do at SJWMS?

Benchmark Description

A stable careers programme

  • Every school and college should have a stable, structured careers programme that has the explicit backing of the senior management team.
  • There should be an identified and appropriately trained person responsible for it.
  • It should be published on the school’s website and accessible to pupils, parents, teachers and employers.
  • The programme should be regularly evaluated with feedback from pupils, parents, teachers and employers.

What do we do?

  • Career programme is on school website – available to students, staff, parents/carers
  • Career programme is displayed in form rooms
  • JXM, OB, LIH reviewed careers content of life skills lessons and tutorials for lower and middle school
  • SXH developed new Year 9 Life Skills careers lessons 
    • Lesson 1 – apprenticeships
    • Lesson 2 – choosing your options
    • During lesson 2, students discussed the different choices that need to be made in Y9, 11 and 13. Misconceptions were addressed by the teaching staff.
  • SXH sends parents booklets/brochures to inform them about career options e.g. apprenticeships.

How are we adapting due to COVID-19?

  • Tutorials are being delivered/posted by form tutors on form group Google Classrooms
  • Career lessons in Life Skills took place virtually via Google Meet and resources were uploaded to Y9 Google Classrooms for students to access at a later date.
  • National Apprenticeship Week resources were uploaded to Year group Google Classrooms and form tutors were asked to present the ‘Famous Apprentices’ PPT or assign the ‘Famous Apprentices’ quiz on form group Google Classrooms.

Benchmark Description

Learning from labour market information

  • By the age of 14, all pupils should have accessed and used information about career paths and the labour market to inform their own decisions on study options.
  • Parents should be encouraged to access and use information about labour markets and future study options to inform their support to their children.
  • An informed adviser can help them make the best use of available information.

What do we do?

  • Job of the week is uploaded to the year group Google Classrooms on Monday morning. Students can access all jobs of the week by going to the ‘careers’ topic and scrolling.
  • Staff are informed of the job of the week during Monday and Thursday briefings. 
  • During briefings, form tutors are asked to dedicate a period of time to engaging with the job of the week. They are encouraged to assess their tutees prior knowledge (e.g. What is the average salary? What are the working hours? How can you become a X? What does the job involve? What does the career path and progression look like?). They are then encouraged to use the National Career Service website to strengthen their understanding and address any gaps in their knowledge and/or misconceptions.
  • Latest Labour Market Information (LMI) is posted on Google Classroom
  • LMI is also incorporated into tutorials during weeks such as Careers Week

How are we adapting due to COVID-19?

The LMI ‘careerometer’ was uploaded to all year group Google Classrooms during National Career Week – this allowed students to compare different jobs — salary, working hours, etc.

Benchmark Description

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.
  • A school’s careers programme should actively seek to challenge stereotypical thinking and raise aspirations.
  • Schools should keep systematic records of the individual advice given to each pupil, and subsequent agreed decisions. All pupils should have access to these records to support their career development. 
  • Schools should collect and retain accurate data for each pupil on their education, training or employment destinations for at least three years after they leave the school.

What do we do?

  • Year 9 students receive a careers interview in Term 2. This makes them aware of the GCSE options available to them. It also encourages them to think about their future and how choosing specific GCSE options will allow them to study towards their chosen occupation/profession.
  • Career guidance is available during parents’ evenings so that students can speak to trained professionals about their options.
  • All students are able to book a careers appointment with SXH at any time throughout the year to have career-related discussions. Advice/support is tailored to the needs of each pupil.  SXH has a variety of digital and physical resources to help students. 
  • Destination pie charts are displayed in all year group form rooms. This shows the students where the previous cohort of Y11 and Y13 have gone. Form tutors are also sent a PPT of the destination information to generate discussion about careers and destinations during form time. 
  • SXH collects enrollment, destination and intended destination data. Phone calls are made and emails are sent to ensure that information is accurate. 
  • Year 13 destination data is detailed enough to be used when looking for Alumni speakers for the Y12 Alumni event in Term 6.
  • A sixth form career tracker is made each year. This document contains the names of all Y12 and 13 students. This document is shared with Y12 and 13 form tutors and the sixth form team so that any career-related conversations with students can be noted, monitored and tracked.
  • Google Classroom post contain resources to ‘raise aspirations and challenging stereotypical thinking’ on International Men’s Day.
  • Helping to ‘raise aspirations and challenging stereotypical thinking’ through celebrating International Women’s Day (March 8th 2021). Presentation will be shared on all Year group Google Classrooms to encourage students to learn about 8 inspiring women who serve as amazing role models in their fields of science, technology, engineering, and mathematics. (https://docs.google.com/presentation/d/14XP5h-EqnS9AZ8mewue9Y1zeg12Ie1QiUO27f5O9A8o/edit?usp=sharing). 
  • Career posters are displayed around school. These contain LMI, subject career paths, etc…

How are we adapting due to COVID-19?

  • Year 9 students received virtual careers interviews between Monday 30th November and Friday 11th December. Interviews were conducted by JXM.
  • JAW, MXB, SWH and SXH conducted virtual career interviews for Year 9s who did not attend their interview with JXM in Term 2. 
    • JAW interviewed all PP and YC students.
    • SXH conducted all follow-up interviews suggested by JXM
  • JXM  conducted career interviews for Y13 students in Term 1. In these meetings, students discussed their Post 18 options and were able to ask for advice and guidance.
  • SXH and KJB hosted a virtual Unifrog event to inform Y11 parents on how to use the platform effectively to search for apprenticeships and universities to support their son’s Post-16 and Post-18 options.
  • SXH posted subject career directory on all year group Google Classrooms during National Careers Week

Benchmark Description

Linking curriculum learning to careers

By the age of 14, every pupil should have had the opportunity to learn how the different STEM subjects help people to gain entry to, and be more effective workers within, a wide range of careers.

What do we do?

  • SXH emails HoDs whenever she receives subject-specific career information and encourages them to make career-links during lessons.
  • SXH sends HoDs relevant career-related posters e.g. apprenticeships available in X subject.
  • SXH has developed careers by subject directory. This looks at different subjects and provides information and links to websites about possible related careers.
  • SXH sent the maths department career videos created by MYPATH titled Maths, Why bother? They cover a range of topics such as geometry, pythagoras, ratios, probability, statistics, etc explaining why it’s important to study X in maths and how it relates to different careers. https://www.youtube.com/channel/UCzHRXU9p6bKJtiIAhnzL6hQ/videos

How are we adapting due to COVID-19?

  • SXH uploaded the Careers by subject directory onto all year group Google Classrooms during National Careers Week.
  • A guest speaker from the Bank of England conducted a virtual talk about careers relating to Economics on July 5th to Y13 students.
How SJWMS meet benchmark 4

Benchmark Description

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. 
  • Every year, from the age of 11, pupils should participate in at least one meaningful encounter*with an employer. A ‘meaningful encounter’ is one in which the student has an opportunity to learn about what work is like or what it takes to be successful in the workplace.
  • This can be achieved through a range of enrichment activities including visiting speakers, mentoring and enterprise schemes.

What do we do?

  • Year 10 Scotline enterprise day similar to Ryman Challenge for year 8.
  • The school is a workplace.
  • Y12 business mentoring programme.
  • Year 12 Alumni event. Students learn from employers/previous students and learn about valuable workplace skills.
  • Advertising Spark Events on all year group Google Classrooms. This website/app gives students access to various FREE career events/webinars e.g. Automotive Careers – The Move to Electric, Submarine Service Careers, Automotive Technology Careers, NHS – Nursing Careers, Careers in Gaming and Royal Navy Careers. Many more events will be added.
  • Advertised Pathway Careers, Training and Mentorship Service on all year group Google Classrooms. Students who signed up are contacted directly about upcoming events and work experience days, job opportunities, 1-2-1 mentoring with applications, and general help and guidance towards their next steps after school. 
  • Students in Y12 and 13 are encouraged to download the free Fledglink app. It is aimed at students between 15 and 19 and helps them to feel more confident and better prepared for their next steps & the world of work. The app allows students to create their own digital CVs, be matched to opportunities and complete self-development activities. 

How are we adapting due to COVID-19?

  • Y12 business mentoring programme- took place virtually this year.
  • Alumni articles were posted on all year group Google Classrooms.
  • A virtual Google Talk took place on Friday 26th February open to Y11, 12 and 13 students to hear about a former students experience working at Google.
  • Students were given the opportunity to watch videos of employees talk about working life e.g. apprentices at Coca Cola
  • Videos were posted on all year group Google Classrooms containing employees’ experiences working at X company doing Y job.
  • The UK University & Apprenticeship Search Virtual Fair was advertised to Y12 form groups during careers tutorial, posted on Google Classrooms. A letter was also sent to parents promoting the event. Organisers providing SXH with names of students that attended to monitor engagement.
  • A guest speaker from the Bank of England to talk about A level to University progression, grades, Maters, PhD. 
  • Over 50 former SJWMS students attended the 2021 Alumni Event. Some conducted virtual talks, but the majority were able to attend in person. This event was delivered to Year 12 students and it allowed them to develop their knowledge of their Post-18 option and ask questions.
How SJWMS meet Benchmark 5

Benchmark Description

Experiences of workplaces

  • By the age of 16, every pupil should have had at least one experience of a workplace, additional to any part-time jobs they may have.
  • By the age of 18, every pupil should have had one further such experience, additional to any part-time jobs they may have.

What do we do?

  • Year 12 work experience with MEBP
    • Assisted by EXH
  • National Citizen Service (NCS) available to Y11 and 12 students
  • Advertised Pathway Careers, Training and Mentorship Service on all year group Google Classrooms. Students who signed up are contacted directly about upcoming events and work experience days, job opportunities, 1-2-1 mentoring with applications, and general help and guidance towards their next steps after school.

How are we adapting due to COVID-19?

Benchmark Description

Encounters with further and higher education

  • By the age of 16, every pupil should have had a meaningful encounter* with providers of the full range of learning opportunities, including sixth forms, colleges, universities and apprenticeship providers. This should include the opportunity to meet both staff and pupils.
  • By the age of 18, all pupils who are considering applying for university should have had at least two visits to universities to meet staff and pupils.
  • A ‘meaningful encounter’ is one in which the student has an opportunity to explore what it is like to learn in that environment.

What do we do?

  • Alumni articles displayed around the school
  • Y12 and 13s have 4 days per year for university visits provided they contact the sixth form team to organise authorised absence.
  • Apprenticeship information and opportunities posted on Google Classroom.
  • SXH visits Y12 forms to ensure that they are aware of their post-18 options. Students are directed to useful websites to help with the decision making process.
  • Posters are put up in the Sixth form study centre for students to e.g.
    Complete University Guide league tables, university application process, open days, etc.
  • Apprenticeships Google Classroom made specifically for Y13 students to keep them updated on the latest apprenticeship opportunities. Also, Google Classroom is organised into topics to help develop students knowledge and address misconceptions
    • Apprenticeship case studies
    • Applying for apprenticeships
    • Apprenticeship opportunities
    • Finding an apprenticeship
    • Understanding apprenticeships

How are we adapting due to COVID-19?

  • Alumni articles were posted on all year group Google Classroom for students to engage with and see what former students have achieved since leaving SJWMS..
  • Post on year group Google Classrooms and letters were sent home to parents advertising a virtual careers event for students and parents. (Host- My Future Kent & Medway).
  • Post on Google Classroom about LAT career support website offering support and guidance to KS3, KS4, KS5, teachers and parents/carers. 
  • The UK University and Apprenticeship Search Virtual Fair was advertised on Y12 and 13 Google Classrooms.
  • Undergraduate virtual open days were advertised to Y12 and 13 on Google Classroom.
  • Webinars advertised on Google Classroom e.g. sports and exercise science, careers with the RAF, etc.
  • SXH attended all Y12 forms and spoke about their Post-18 options, showed them useful websites and provided useful tools to help with decision making.
  • An advertisement for virtual university subject taster sessions hosted by Lancaster University were advertised on Y12 Google Classroom. Subjects included:
    • Sociology
    • Criminology
    • Media
    • Cultural studies
    • Film studies
    • Philosophy
    • Politics
    • Religion

Benchmark Description

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.
  • Every pupil should have at least one such interview by the age of 16, and the opportunity for a further interview by the age of 18.

What do we do?

  • Students have the opportunity to speak to SXH at any time and they are supported by form tutors, teachers and the sixth form team in career matters via 1-2- mentoring, assemblies, etc. 
    • Conversations are tracked using the sixth form career tracker. 
  • All year 11 have a careers interview – in a group setting or assembly.  Slots for Rob Angel study skills day.
  • All Y12 student receive a careers interview. 2021 interviews were conducted with JXM. Students with no post-18 plans are prioritised.

How are we adapting due to COVID-19?

  • Virtual career meetings were conducted with Y12 students who weren’t very sure about their Post-18 path.
  • SXH responded to various questions throughout the year (face-to-face and via email) regarding careers, apprenticeships, university etc, via email.

An advertisement was posted on Y12 and 13 Google Classroom for StudentStream. The platform brings together video content featuring vital advice, help and expert knowledge from universities and colleges across the UK https://www.studentstream.co.uk/

How does SJWMS Meet Gatsby Benchmarks 4 and 5?

Benchmarks 4 and 5 at SJWMS

LAT Careers Education

CLICK HERE TO VISIT THE LAT CAREERS EDUCATION WEBSITE

During their education pupils have access to careers education, information, advice and guidance. Each academy follows a structured careers programme which supports pupils to develop skills and attributes to prepare them for their future lives.

Pupils will

  • Gain knowledge and understanding of career opportunities and future career pathways
  • Develop personal skills and qualities
  • Explore, develop and manage their own future career aspirations
  • Develop employability skills

Support for pupils, parents, carers and teachers  

The Leigh Academies Trust Engagement Team has developed a website to support pupils, parents, carers and teachers. Here you can find careers related information and resources including frequently asked questions.

Team Structure 

The Leigh Academies Trust Engagement Team supports all academies and consists of Careers Learning; supports pupils through impartial careers education, information, advice and guidance (CEIAG) enabling them to make informed decisions regarding their future.