Click here for The Henley College Careers Strategy

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.
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
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The careers team around the student
Lead Tutor
Head of
SoS Admin.
Personal tutor
Subject tutors
Lead tutors
Head of School
Careers Adviser
Head of Student
SLT & Governors
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
Links with Local Enterprise Partnership & Skills Board
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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
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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
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
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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
 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
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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.
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Student resources
Careers library
Work experience
and volunteering
Work studies pack
Employability skills
Work experience
Visiting Speakers
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.
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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
Open day trips (1st year L3 students)
Auditions for talented performers
All year round
Tutorial programme
Comprehensive programme of speakers
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