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  1. Careers Education Information Advice and Guidance (CEIAG) encourages students to prepare for their future lives, equipping them with skills and self-knowledge to make informed decisions about their education, training and occupations.
  2. A young person’s career is the progress they make in learning and work. All young people need a planned programme of activities to help them choose 14-19 pathways that are right for them and to be able to manage their careers and sustain employability throughout their lives. Schools have a statutory duty to provide careers education in Years 8 - 13 (Education Act 2011, Education Regulations 2014), to give students access to careers information and impartial guidance (Education Act 2011, Educations and Skills Bill 2008) and to inform all students of the varied range of education or training options, including apprenticeships and technical education routes (Technical and Further Education Act 2017).
  3. The Government’s careers strategy, published on 4 December 2017, sets out a long term plan to build a world class careers system that will help young people and adults choose the career that is right for them. This statutory guidance has been updated to expand on the aim set out in the strategy to make sure that all young people in secondary school get a programme of advice and guidance that is stable, structured and delivered by individuals with the right skills and experience.
  4. To achieve this aim, the careers strategy sets out that every school and academy providing secondary education should use the Gatsby Charitable Foundation’s Benchmarks to develop and improve their careers provision. This statutory guidance has been restructured around the Benchmarks with information on what schools need to do to meet each one. The Gatsby Benchmarks are not a statutory framework but by adopting them, schools can be confident that they are fulfilling their legal duties.
  5. At Bourne Grammar School we are adopting the Gatsby Benchmarks. This forms part of our commitment to helping students to fulfil their potential, raise their aspirations and experience success through an educational environment which responds to individual needs and stimulates each and every student to become effective planners and managers of their own progression through learning and work. The aim is to work towards meeting the Gatsby Benchmarks by the end of 2020.

Aims and Objectives

Students’ entitlement

  1. Students are entitled to CEIAG which meets professional standards of practice and which is person-centred, impartial and confidential. It will be integrated into students’ experience of the whole curriculum and be based on a partnership with students and their parents or carers. The programme will raise aspirations, challenge stereotyping and promote equality and diversity.

Students’ needs

  1. The careers programme is designed to meet the needs of students at Bourne Grammar School. It is differentiated and personalised to ensure progression through activities that are appropriate to students’ stages of career learning, planning and development:
  2. To help students to manage change and transition at key points during their education, to be prepared for training and work in a society where constantly evolving technology and working practices mean they will need to be flexible
  3. To help students identify their interests, skills, values and aspirations
  4. To help students understand the link between their formal education and their future careers, thus increasing their motivation and encouraging them to participate in continued learning
  5. To help students prepare for the professional and personal choices necessary on leaving school and make them fully aware of the available opportunities
  6. To help students to become self-reliant, take responsibility for managing their own career development and make informed career choices
  7. To make students aware of progression routes in education, available qualifications, apprenticeships, career paths and labour market information


Management and co-ordination

  1. CEIAG is led and co-ordinated by the Manager of UCAS and Careers who reports to the Deputy Head - Pastoral. The Manager of UCAS and Careers is responsible for embedding work-related learning into the pastoral programme of the School.


  1. All members of staff contribute to CEIAG through their roles as tutors and subject teachers. The CEIAG programme is planned, monitored and evaluated by the Manager of UCAS and Careers.


  1. The careers programme includes year group careers talks and presentations, careers-focused trips, career guidance activities, including individual interviews, information and research activities, CV support, applications and interview techniques. Other focused events are provided, particularly in Year 11 and the Sixth Form, including visits and presentations/talks from external speakers from universities and the world of work. Sixth Form students are given the opportunity to undertake work experience.
  2. We use Kudos and Unifrog online platforms to underpin the programme and to meet the requirement for independent advice and guidance.


  1. Funding is allocated in the annual budget planning round in the context of whole school priorities and particular needs in the CEIAG area. The Manager of UCAS and Careers is responsible for the effective deployment of resources.

Staff Development

  1. Staff training needs are identified as part of the performance management process. Funding is provided from school funds.

Monitoring, review and evaluation

  1. An annual report is submitted to the Leadership Team and to governors via the Headteacher’s report.

Provider Access Statement

  1. This policy statement sets out the School’s arrangements for managing the access of providers to students at the School for the purposes of giving them information about the provider’s education or training offer. This complies with the School’s legal obligations under Section 42B of the Education Act 1997.

Pupil Entitlement

  1. All pupils in years 8-13 are entitled:
    1. to find out about technical education qualifications and apprenticeships opportunities, as part of a careers programme which provides information on the full range of education and training options available at each transition point;
    2. to hear from a range of local providers about the opportunities they offer, including technical education and apprenticeships – through options events, assemblies and group discussions and taster events;
    3. to understand how to make applications for the full range of academic and technical courses.

Arranging Access

  1. A provider wishing to request access should contact Penny Hawkins, who will be able to make the necessary arrangements.
  2. Typical opportunities include speaking to a Year Group as part of an assembly, or talking to smaller groups at break/lunch. There is also a biennial Careers Fair.
  3. The School will make the Main Hall, classrooms or private meeting rooms available for discussions between the provider and students, as appropriate to the activity. The School will also make available AV and other specialist equipment to support provider presentations. Arrangements will be discussed and agreed in advance of the visit with Penny Hawkins.
  4. Providers are welcome to leave a copy of their prospectus or other relevant course literature at the Careers Office. The Careers Office is available to all students.
  5. Any visitors to the School will be subject to the School’s safeguarding procedures.

APPENDIX A: Gatsby Benchmarks of Good Career Guidance

  1. A stable careers programme
  2. Learning from career and labour market information
  3. Addressing the needs of each pupil
  4. Linking curriculum learning to careers
  5. Encounters with employers and employees
  6. Experiences of workplaces
  7. Encounters with further and higher education
  8. Personal guidance

Date of next review

March 2020