Student Progression Strategy The Henley College supports student progression by implementing a comprehensive careers strategy that is outlined in the following document. This strategy is in line with the Department for Education guidance: Securing independent careers guidance (June 2013) Careers guidance and inspiration (August 2014) See also: The Henley College Information, Advice & Guidance Policy. Vision/mission All students will progress from The Henley College into Higher education, an apprenticeship or the workplace with training. All students will have the support to: progress onto courses leading to higher-level qualifications progress into jobs that meet local and national needs develop relevant employability skills enlarge their network of contacts who can offer advice including members of the business community and college alumni source relevant work experience develop the confidence and independence to pursue their ambitions achieve all they are able to academically, regardless of SEN status or other potential social/cultural barriers achieve maths and English GCSE prevent them from becoming NEET 1 CE Nov 14 How? The careers team around the student Personal Tutor Subject Programme Leader Tutors Careers Adviser Lead Tutor Student Upgrade Tutor Head of School Counsellor SoS Admin. Parents/ Guardians Role Student Parent/guardian Friends/contacts Personal tutor Subject tutors Programme Leaders Lead tutors Head of School Careers Adviser Upgrade Counsellors Webmaster Head of Student Services SLT & Governors Friends/ Contacts Responsibility Seek and take-up opportunities Discussion and support Network offering potential opportunities and advice Inspire students to seek opportunities; Co-ordinate tutorial activities and mentoring; reference writing Advise on employment opportunities/industry links with their subject Co-ordinate subject specific careers opportunities and talks; links to industry and ex-students Pastoral advice and course changes; raise aspirations UCAS final sign-off; strategic provision of opportunities in each School of Study Co-ordination of careers opportunities throughout the college including work experience; Sourcing of LMI; programme of speakers; 1-1 interviews; trips; Careers resources including library and Learnzone Support of SEN students; aspirational discussions Support with issues that might prevent progression Timely release of Facebook and Twitter messages advertising career events Strategic responsibility for operationalisation of Careers IAG Links with Local Enterprise Partnership & Skills Board 2 CE Nov 14 Learners’ progress route through the college At application/interview The prospectus and marketing IAG is carefully worded to guide students onto courses that best suit their needs. All students are offered an interview and if they are unclear about the course they would like to study at the college, are offered careers IAG to help them consider the progression routes that potential courses would afford them. Some students return for a second interview. Students are advised to consider alternative provision where the interviewer thinks it is in their best interest. The Head of Student Services (HoSS) helps advise interviewers and applicants where there are additional considerations or extenuating circumstances. The HoSS attends transition meetings where appropriate. Students are supported with their progression via the tutorial system which is designed and reviewed by the Lead Tutors and Careers adviser. Materials are updated according to need, such as the introduction of the Work Studies Pack for students not applying to university. The aspirations of all students are raised through the displaying of subject specific destinations posters, visible in all classrooms. Students are supported in gathering Labour Market Information to help inform them of the viability of potential careers. Careers IAG is tailored to meet the needs of specific groups of students, as outlined below. Strategy for Pathways students Dedicated specialist careers advice Meaningful work experience Link with the Bridge Foundation course Pathways students have a high level of support at college. Progression and transition are key elements of each student’s learning journey, with students planning to come to the college from special school including our partner school, Bishopswood, years in advance. The students are supported by specialist staff and have carefully mapped individual learning plans that include opportunities such as cookery skills, attending lessons on the Bridge course and meaningful work experience in local shops and services. This is so important to our students that in 2011, college set up a Social Enterprise project, The Hot Frog Café, specifically to offer Pathways students the chance to develop workplace skills. Specialist careers advice is bought in to help students plan their next steps and identify the skills they need to develop. Students have a multi-agency review meeting in their penultimate year of study to plan for transition. This may include moving to a residential college, supported living or supported employment. Strategy for Foundation Studies students In addition to the support offered to L2 students: Sourcing of work experience placements Level 1 diploma in Employability Skills 3 CE Nov 14 Functional Skills Additional in-class support Progression onto a L2, L3 BTEC or A-levels course as appropriate Careers Adviser visits 2/3 times during the year Foundation students participate in one of two courses, Bridge or FEDEX. Students study Functional Skills in maths, English and ICT and also a diploma in Employability Skills that includes citizenship, personal finance, CV writing, leadership and equality and diversity. All students participate in work experience that is sourced for them by a member of staff and are supported and mentored throughout their placement. A high level of in-class support ensures that students who have had a difficult educational history achieve an appropriate level of success. Students can progress onto further courses including L2/L3 BTEC, A-levels, L2 Functional Skills and some chose to enter the workplace. Strategy for L2 students Support via the tutorial programme Group visits from the Careers Adviser Group visits from Henley College Training (Apprenticeships) Employability skills for their vocational area Maths and English development Relevant visiting speakers Additional qualifications to enhance their employability Targeted attendance at apprenticeships Careers Fair Progression onto a L3 BTEC course as appropriate Students on vocational courses are well suited to employment or further study in their chosen subject specialism, although some choose to progress in different areas of interest. The Careers Adviser visits L2 tutor groups early in the year to ensure they are fully briefed on IAG that they can get at college. This is important as some of these students lack confidence to seek out this help. Some of the BTEC courses have specific work experience units and other elements of these courses help students develop transferable skills for future employment e.g. coaching qualifications. Students who obtain a merit overall are able to progress onto L3 vocational courses. Students are specifically targeted to attend the apprenticeships careers fair held in the college. They are also encouraged to attend Upgrade and Study Skills workshops as appropriate. Some students work towards their GCSE maths/English, or functional skills as appropriate. Relevant speakers talk to specific groups, e.g. Public Services students do team building activities with the Army. Strategy for L3 students Level 3 student will either be doing an A-level programme or a vocational programme, with some students doing a single A-level alongside their BTEC course. Careers IAG is predominantly through the tutorial programme which 4 CE Nov 14 is a comprehensive, two year plan of activities that has a strong emphasis on mentoring. The tutorial programme offers a variety of group and individual support to equip students with the skills required to apply to university, for apprenticeships and work-based training. For all L3 students: Careers adviser support IAG from Personal/Subject/Lead Tutor and Head of School/HoS Administrator Employability Skills pack Reference written by personal tutor ‘Fast Tomato’ access to help advise on potential career pathways Work experience/volunteering options Visiting speakers advising on subject areas/industry/career options Guided activities on Learnzone specific to their area of focus Option to complete the Extended Project For students applying to UCAS: Comprehensive support through the application process Talks on HE/Personal statements/Student finance/Studying abroad Talks for parents UCAS convention visit University day visits e.g. Southampton For students seeking an apprenticeship or work-based training: Apprenticeships careers fair Henley College Training IAG Work studies pack (supports students not going to university to develop the skills they need) Strategy for Gifted and Talented Students For academically gifted students: Dedicated tutor groups that allow additional mentoring time Additional activities to stretch and challenge Specialist Oxbridge support Visiting speakers e.g. STEM Summer school options e.g. Headstart; Oxbridge applicants Opportunity to learn how to mentor other G&T students Science work placements e.g. Nuffield For talented athletes: Some students in dedicated tutor groups Visiting speakers e.g. sporting scholarships abroad/nutrition Flexible timetable where possible to allow for competing Individual sports psychology coaching Specialist training sessions Enrichment programme 5 CE Nov 14 Coaching qualifications Apprenticeship schemes in some sports Links with major clubs e.g. London Wasps, Reading Rockets, Leander For talented performers: Flexible timetable where possible to allow for auditions/performances Optional LAMDA qualifications Practice spaces Master classes from visiting actors College productions Strategy for students with Special Educational Needs and Disabilities Upgrade aspirations sheet Close monitoring of students with EHC Plans Annual, multi-agency reviews for students with EHC Plans Full diagnostic assessments for DSA (private) Students with SEND are supported in line with their fellow students in the ways described above. In addition, they have the option of signing up to for Upgrade, which is 1-1 additional learning support that takes place with a specialist tutor outside of the classroom. Several hundred students sign up for this facility annually, with varying degrees of need. As part of the Upgrade support process, all students have a comprehensive induction that assesses the skills they need to develop. As part of this, the students complete an ‘aspirations sheet’ that focuses their career discussions with their Upgrade tutor. Upgrade tutors work closely with the Careers Adviser as appropriate and are able to help students with such things as personal statements. Students with EHC Plans are monitored more closely and have multi-agency annual reviews that focus on progression. The Careers Adviser contacts these students to ensure they make appointments early in the year and offers ongoing support. Students going to university who require a full diagnostic assessment in order to access the Disabled Students Allowance are able to arrange these privately through the Upgrade assessors. Closing the gap The College ensures that all students access Careers IAG by monitoring various Equality, Diversity and Inclusion data. The Careers Adviser does this in specific relation to the number of students accessing the 1-1 Careers Interviews and any concerns can be related back to the lead tutors. 6 CE Nov 14 Student resources Resource Careers library Learnzone Work experience and volunteering Work studies pack Employability skills pack Work experience log Visiting Speakers Description Up-to-date reference library containing a wealth of information including university prospectuses, careers guides and search facilities Comprehensive online resources, amassed and kept current by the Careers Adviser All students have the opportunity to get involved with work experience/volunteering Especially designed to support students who are exploring their career options if they do not want to go to university A resource pack designed to help all students develop their employability skills New for 2014-15; helps students log the skills they learn during work experience A wide range of speakers regularly come into the college (approximately fortnightly) to advise on an extensive range of career topics How we evaluate the quality of the provision Robust self-assessment Destination data The college closely monitors the progression routes of students which feeds back into the careers strategy. This information allows for relevant planning of guest speakers and exhibitors at the apprenticeships careers fair. The data is also displayed in relevant programme areas which helps to raise the aspirations of current students by inspiring them and giving them ideas of their future steps. UCAS data The college invests in additional UCAS reports which break down the UCAS data into important categories that allow college to monitor progression of, e.g. students in different minority groups. It also allows college to compare UCAS statistics with competitors to ensure we are doing as much as we can to raise aspirations. Student Employability Skills Assessment Academic year 2014-15 sees the introduction of an Employability Skills survey, aimed at second year students at the start of the year and again at the end of the Spring term. This data will inform us of how well the various employability resources are equipping students and how we can address their needs further. 7 CE Nov 14 Taking account of users’ views Student voice Student voice is an important part of monitoring the careers provision and students are asked for feedback on 1-1 careers interviews, the apprenticeships careers fair and trips such as to the UCAS convention. The Student Union arranges discussions via the tutor rep system. Student questionnaires Students offer both quantitative and qualitative feedback. Suggestion are considered and inform future practice. By using findings from the above we promote and develop capacity for sustained improvement in Careers IAG. This was recently acknowledged by Matrix who awarded college with their quality standard. The Careers IAG College Year Autumn term Tutor groups visited by Careers Adviser (L2 & Foundation students) Personal statement talks (2nd year L3 students) UCAS applications submitted (2nd year L3 students) G&T mentoring scheme commences (1st year students) UCAS talks from Careers Adviser (L3 vocational students) Identification of students interested in work experience Spring Term Apprenticeships Careers Fair (all students) UCAS Convention trip (1st year L3 students) Annual reviews for vulnerable students Work experience weeks for some BTEC students Fast Tomato talk from Careers Adviser (L2 students) Summer Term UCAS HE talks for students and parents (1st year L3 students) Work studies support for L3 students not going to university (1st year L3 students) Open day trips (1st year L3 students) Auditions for talented performers All year round Tutorial programme Comprehensive programme of speakers 8 CE Nov 14