Philips High School is committed to providing high quality careers education, information, advice and guidance (CEIAG) to all students in order to prepare them for the opportunities and challenges of adult working life.
There is a robust programme of careers education in place, as well as access to providers for all students in years seven to 11, such that all students will leave our school with the skills and knowledge required to support their entry into further and higher education, traineeship or employment.
All students take part in a CEIAG programme that:
- aims to inspire, as well as inform and guide students;
- is developed around the student and their needs;
- is integrated into the students’ experience of the whole curriculum;
- encourages all students to consider possible career choices throughout key stage 3 and 4;
- encourages all students to develop skills that make them ‘work ready’, such as presentation, communication, decision making and entrepreneurial skills;
- provides each student with high quality, impartial advice;
- raises aspirations and promotes equality and diversity.
Our careers leader is Mrs Potts and she can be contacted via email at: Potts.J.348@philips.oaklp.co.uk
Kevin Welch is Philips High School's Independent Careers Adviser who offers guidance support to students from years 9 – 11 once a week. All students will receive a personal careers guidance interview and action plan with Kevin and will have the option for further advice and support if they need it.
Introduction to Realistic Choices from Kevin Welch:
"I am extremely passionate about supporting and helping young people to make informed realistic choices about their future plans. Choosing a career is not an easy thing to do. I feel that people can be supported through the careers guidance process to enable them to have an understanding of how their aptitude, skills and qualifications link to their hopes and ambitions.
I completed my Post Graduate Diploma in Careers Guidance in 2003 and began working as a Personal Adviser for the Connexions Service in Bury. I supported young people between the ages of 13 and 25 who had a wide variety of different needs. My role progressed to Team Manager, which gave me further insight into the careers service wherein I worked closely with various agencies, supported staff and planned and worked on several projects linked to young people.
The variety within my careers work has allowed me to develop a wealth of experience working with young people and adults. I have completed this work in a range of different settings including secondary schools, youth centres, colleges, training providers and SEND provision.
I now manage Realistic Choices which delivers support, advice and guidance to students in the Bury area. My work in schools has included one to one careers guidance, group work, careers events and option choice support."
Gatsby benchmarks
In January 2018 the Government introduced ‘The Gatsby Benchmarks’. The eight benchmarks focus on improving careers guidance and education for all young people and we use these to measure and assess the impact our careers programme has on our students.
| Benchmark | Description |
|---|---|
| 1. A stable careers programme | Institutions and organisations should have an embedded programme of careers education and guidance that is known and understood by learners, parents and carers, staff, governors, employers and other agencies. |
| 2. Learning from labour market information | 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 special educational needs and disabilities (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. |
| 3. Addressing the needs of each pupil | Learners have different careers guidance needs at different stages. Careers programmes should help learners navigate their concerns about any barriers to career progression or progression pathways. 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 persistently absent. |
| 4. Linking curriculum learning to careers | Learners have different careers guidance needs at different stages. Careers programmes should help learners navigate their concerns about any barriers to career progression or progression pathways. 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 persistently absent. |
| 5. Encounters with employers and employees | Every learner should have multiple opportunities to learn from employers about work, employment and skills that are valued in the workplace. This can be through a range of enrichment opportunities, including visiting speakers, mentoring and enterprise schemes, and could include learners’ own part-time employment where it exists. |
| 6. Experiences of workplaces | Every learner should have first-hand experiences of workplaces to help their exploration of career opportunities and expand their networks. |
| 7. Encounters with further and higher education | 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, independent training providers (ITPs), universities and in the workplace. |
| 8. Personal guidance | Every learner should have opportunities for guidance meetings with a careers adviser, who could be internal (a member of 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 and should be scheduled to meet their individual needs. The careers leader should work closely with the careers adviser, SEND co-ordinator (SENDCO) and other key staff to ensure personal guidance is effective and embedded in the careers programme. |
Our latest results when assessed against the Gatsby benchmarks can be found at the link below.
Useful links
The National Careers Service provides information, advice and guidance to help you make decisions on learning, training and work opportunities. The service offers confidential and impartial advice. This is supported by qualified careers advisers. Their website aims to:
- help you with careers decisions and planning
- support you in reviewing your skills and abilities and develop new goals
- motivate you to implement your plan of action
- enable you to make the best use of high quality career related tools
Careersbox is a free online library of careers related film, news and information. As the preferred digital new media partner to the Institute of Career Guidance, the largest careers body in the UK, Careersbox aim is to deliver a new way for students to explore their skills and career options.
LifeSkills, created with Barclays, is a free, curriculum-linked programme, developed with teachers to help improve the skills and employability of young people in the UK.
icould has a range of video clips showing real people talking about their jobs and careers.
Careerpilot looks at your choices at 14, 16 and 18, explores different job sectors and how you can study and work at the same time – even to university level.
Success at School is the place for young people to explore careers, get the lowdown on top employers and search for the latest jobs, courses and advice.
The study guide section within Youth Space contains a range of information including help on making options choices in year nine, post 16 options and getting into higher education.
The government's dedicated website has a whole range of information to help young people decide if apprenticeships are the right route for them. You can also search for apprenticeship vacancies.
Learn all about T-levels, the alternative to A-levels, apprenticeships and other 16 to 19 courses.
