Careers & Wex
Careers advice and guidance at The Thomas Aveling School
The word ‘Career’ can be defined as “The individual’s pathway through life, learning and work”. The Thomas Aveling School is committed to raising the aspirations of all of our students through the provision of varied and high quality careers guidance, supporting them in making and managing choices and transitions that affect their futures as well as preparing them for the world of work.
The Careers Programme is led by Mrs Bushell and Mrs Sanders and they can be found in the careers office, the drama studio or can be emailed on firstname.lastname@example.org It is overseen by Mrs Chew (one of the Assistant Headteachers) and Ms Linter (one of the Deputy Headteachers). We work with careers company DOMEG to provide more tailored careers advice and guidance, MEBP to arrange quality work experience placements and Future First to build an utilise a thriving alumni network.
We provide a range of opportunities for students from year 7 all the way through to year 13 to engage with the world of higher/further education, training and work. Opportunities such as external speakers, talks from alumni students, university visits, work experience, TED days, careers and enterprise competitions and our wide range of extra-curricular activities ensure that our students develop the knowledge, skills and experiences necessary to thrive once they leave our care. The opportunities, experiences and events are tailored to suit the varied needs and interests of our students.
Our Alumni Network
Are you a former Thomas Aveling student? Return to The Thomas Aveling School to inform our current students about what life beyond school is really like. We are working with education charity Future First to create a thriving alumni network. Sign up to our former student network to receive news, updates and invites to events: https://networks.futurefirst.org.uk/signup/thomasaveling
All students in year 10 undertake a week’s work experience placement to give them an exciting opportunity to enter the world of work and gives them a deeper understanding of skills required in the workplace. These placements can be organised by the students themselves, allowing them to focus on areas of interest in pursuing their career paths and the opportunity to draw on the support of family networks. Alternatively students can make their own selections from a pre-approved list of placements that are sourced and supported by MEBP. Students benefit from completing detailed logbooks where they collaborate with their employers to track their experiences and progress and evidencing their achievements.
All student in year 12 undertake a week’s work experience placement in the summer term. It is the responsibility of the student to organise their own placements in order to promote independence, organisational skills and to build their network of useful contacts. Students sourcing their own placements means that they are able to secure placements in areas of their interest and broaden their experience in specific career pathways.
The Gatsby Benchmarks
The Thomas Aveling School’s careers plan supports the achievement of the eight Gatsby benchmarks:
Benchmark 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 Students, parents, teachers, governors and employers.
Benchmark 2: 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 the best use of available information
Benchmark 3: 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.
Benchmark 4: 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 careers paths.
Benchmark 5: 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.
Benchmark 6: Experiences of Workplaces
- Every Student should have first-hand experience of the workplace through work visits, work shadowing, and/or work experience to help their exploration of career opportunities, and expand their networks.
Benchmark 7: 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.
Benchmark 8: Personal Guidance
- Every Student 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 Students but should be timed to meet their individual needs.
Post 16 Pathways and Progression
All young people in England must continue in education or training until 18 years of age. Young people have the following choices at the end of year 11:
- Full time study at a sixth form, college or training provider
- Full time work or volunteering combined with part time education of training
- An apprenticeship
- A traineeship
As part of our careers programme, year 11 students are provided with a one to one guidance interview with a qualified careers advisor from DOMEG.
Students can request a careers guidance interview by speaking to Mrs Sanders in the careers office, Mrs Bushell or by emailing email@example.com
Measuring the impact of our careers programme
The School’s progress towards achieving the Gatsby Benchmarks is evaluated using the online Compass tool. This is carried out on an annual basis by the Careers Leader. The development plan is based upon the outcomes of the Compass audit.
Provision is also monitored through regular feedback from students, staff, governors and our partners. This feedback is collected through questionnaires and focus groups following key careers activities and at the end of each academic year. This is analysed by the Careers Leader with actions fed back to staff. Key action points are also included in the annual development plan.
The effectiveness of our careers guidance will be reflected in the higher numbers of students progressing to positive destinations such as apprenticeships, technical routes, sixth form colleges, further education colleges, universities or employment. Destination data (Dfe) is used to assess how successfully students make the transition into the next stage of education or training, or into employment and to inform future CEIAG provision. This is analysed by the Careers Leader with key trends and actions fed back to SLT and Governors. Action points are also included in the annual CEIAG development plan.
A designated governor has responsibility for overseeing the quality of careers guidance. The Careers Leader reports to the Governor.
The CEIAG policy is reviewed on an annual basis by the Careers Leader. This is ratified by Governors.
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