The careers leader at Churchill Academy & Sixth Form is Rob Morgan, Assistant Headteacher for Sixth Form and 14-19 Progression.
The Careers Programme: Overview
At Churchill Academy & Sixth Form we develop the skills, character and experience that students need to succeed in later life and make a positive difference to our society. Surrounding our curriculum, extra-curricular activities, behaviour system and our pastoral care are core values of kindness, curiosity and determination that help to develop our students, along with their families and the wider community, into the citizens of tomorrow. These elements of character education are intrinsically linked with career readiness. In addition to this network of personal development there are explicit events, activities and programmes that provide the ‘lightbulb’ moments such as visits to businesses, enterprise activities, employers and Higher Education visits to the Academy, and a wide enrichment programme. Over the course of seven years, from Year 7 to 13, there are a wide range of activities, events and core skills that knit our Careers Programme together. Through developing a culture of "academic tenacity" our young people develop commitment and belonging, rising to challenges and making clear links between their current experiences and the future ahead.
The Careers Programme: Aims
- To understand different careers and labour market information.
- To understand how the curriculum links to different careers.
- To make informed choices in transition from the Secondary to the Personalised phase
- To review and develop links between curriculum and career pathways.
- To be able to communicate experience and skills (e.g. CVs and letters of application).
- To improve personal skills through the experience of mock interviews.
- To experience the work place (through a week’s work experience) and reflect upon progress.
- To be able to communicate effectively in the context of formal interviews
- To understand the different pathways for post-16 choices such as apprenticeships, colleges, Sixth Form and prepare for transition after Year 11.
- To provide a differentiated and vocational pathway for identified students.
- To make a secure transition from Year 11 to Year 12 pathways.
- To develop experience and skills that are specialised for chosen pathways.
- To gain experience of the work place and careers that are relevant to the student’s field of study or interest.
- To communicate highly effectively about personal and academic development, drawing upon a wide range of experiences.
- To make a secure transition from Sixth Form into appropriate pathways.
The Careers Programme: Impact
The impact of the programme is measured primarily in the destinations of our students and their transition from key phases. Factors such as percentages of NEETs (young people Not in Education, Employment or Training) and progression to apprenticeships, Further Education colleges, Sixth Form, University and employment are assessed and evaluated to ensure the programme is meaningful and relevant. Other data through the form of surveys are taken at regular points to evaluate the effectiveness of specific events and processes. Therefore the impact of the Careers Programme is strong. This is evidenced by sustained secure transition from the Personalised and Advanced phases, zero NEETs and students progressing into aspirational occupations or higher education.
The Careers Programme: evaluation
The Careers Programme is evaluated systematically with annual reviews, interrogation of intended and actual destination data, evaluation against the Gatsby benchmarks and satisfaction surveys to evaluate the quality of our provision. The evaluations are shared with school leaders to inform planning and continual self-improvement of the provision.
Under an amendment to the Technical and Further Education Act 2017 known as the Baker Clause, colleges and training providers are enabled access to every student in years 8-13 to discuss non-academic routes that are available to them. Our Provider Access Policy is available here.