Introductions, Overview and Plans

Introduction

Welcome to the Claremont High School Careers Year Plan. Our vision is ensure pupils, their parents and carers, are informed and prepared to achieve aspirational next steps into adulthood and the world of work.

Our aims are that

1) All students, parents, carers, have access to careers information, advice and guidance.

2) All students are accessing and engaged in a meaningful and developmental Careers Education curriculum programme.

3) All students’ transition to a variety of positive destinations.

Provider Access Legislation

Provider Access Legislation specifies that schools must provide encounters with approved providers of apprenticeships and technical education for all their students in the following phases:

The first ‘key phase’ of Year 8 or 9
The second ‘key phase’ of Year 10 or 11
The third ‘key phase’ of Year 12 or 13

Any provider wishing to access or provide IAG to our students as part of our careers programme will be supported by our teaching staff throughout their visit and never left unattended. We will make available appropriate resources to support provider presentations, which will be discussed and agreed in advance to ensure material meets our quality assurances and security measures.

Providers can contact the school to arrange access at the following email addresses:

david.rudd1@claremont-high.org.uk

sital.mepani@claremont-high.org.uk

admin@claremont-high.org.uk

The school is proud of its collaboration with ‘Pathway Events’, with who we organise an annual careers fair and other opportunities for large groups of students to encounter employers, universities and other providers.

The Baker Clause

Introduced in 2018, the Baker Clause was authored by the former education secretary, Lord Kenneth Baker. The guidance stipulates that schools must allow colleges and training providers to access every student in years 8-13 to discuss non-academic routes that are available to them.

Updated in July 2021, the government’s Statutory guidance for schools and guidance for further education colleges and sixth form colleges sets out the following, ‘Schools and colleges have a responsibility to set students on the path that will secure the best outcome which will enable them to progress in education and work and give employers the highly skilled people they need.’

Claremont High School encourages access for providers to every student to discuss both academic and non-academic routes that are available to them as part of a holistic careers programme enabling all our students to make an informed choice about their post 16 provision. This is also measured regularly against the careers standards of the Gatsby benchmarks using a Compass Assessment framework and evaluation with students, teachers and SLT as part of a progressive careers programme.

Claremont High School seeks to build relationships with 6th form schools, colleges, apprenticeship providers, universities and employers as we plan our careers programme and project week activities throughout the school year to ensure all our students have access to the most current and up to date careers information at key transition points and that providers have multiple opportunities to speak to students to offer information on vocational, technical and apprenticeship qualifications and pathways.

Unifrog

Claremont High School subscribes to the ‘Unifrog’ online careers platform All staff, students and parents are given an account. Students in years 7 and 9 have a Unifrog lesson with use of computers once per year to explore age-related careers topics with a trained careers advisor. We follow the Unifrog Year Plan, and once per half term, all students receive a presentation based on the Unifrog Year Plan topic which is age and stage specific.

Reviewing Our Careers Provision

Careers provision is reviewed annually in the form of the ‘Compass Report’ by the school Careers Lead in conjunction with the ‘Careers and Enterprise’ Company.

gatsby benchmarks

No.	Benchmark	Definition	Key Features (2024 updates)	Impact / Purpose
①	A Stable Careers Programme	Every school and college should have a structured, well-planned careers programme understood by students, parents, teachers, and employers.	· Integrated into school improvement and leadership plans. · Governors and senior leaders take ownership. · Annual review with feedback from all stakeholders. · Programme and policy shared publicly.	Provides long-term continuity and accountability in careers education.
②	Learning from Career & Labour Market Information (LMI)	All students and parents should access accurate, up-to-date labour market and study information.	· Regular use of Unifrog/MyPath. · Staff trained to interpret local and national LMI. · Includes green, digital, and emerging sectors. · Engages parents as key influencers.	Enables informed and aspirational decision-making about future pathways.
③	Addressing the Needs of Each Young Person	Careers education must recognise and respond to each learner’s individual needs and ambitions.	· Tracking through Compass+ or similar tools. · Emphasis on SEND and underrepresented learners. · Personalised career plans. · Smooth transitions across key stages.	Ensures equity, inclusion, and personalised support for all students.
④	Linking Curriculum Learning to Careers	All teachers connect subject content to real-world careers, showing how learning links to the future.	· Career pathways identified in each subject. · Careers Weeks and themed curriculum events. · Real-world employer examples and case studies. · STEM and Humanities links strengthened.	Makes learning relevant and motivating by connecting it to work and life.
⑤	Encounters with Employers & Employees	Students experience meaningful interactions with employers throughout school and college.	· Defined as interactive, reflective, and purposeful. · At least one employer encounter per year per key stage. · Includes fairs, talks, and enterprise events. · Partnerships with local employers.	Builds confidence, employability, and awareness of work opportunities.
⑥	Experiences of Workplaces	Every student gains hands-on or virtual experience of workplace environments.	· At least one placement (physical or virtual) during KS4–KS5. · Reflection before and after placements. · Feedback from employers and staff. · Virtual experiences formally recognised.	Develops employability skills and understanding of workplace expectations.
⑦	Encounters with Further & Higher Education	Students explore a full range of academic, vocational, and technical routes.	· Visits to universities, colleges, and training providers. · Covers apprenticeships, T-Levels, HTQs, and degrees. · Introduced from Year 8 onward. · Equal value for all routes.	Supports informed progression and widens access to post-16/18 opportunities.
⑧	Personal Guidance	Every student receives one-to-one careers guidance from a qualified adviser.	· Interviews in Year 11 and Year 13. · Additional sessions available earlier if needed. · Integrated with Unifrog and Compass+. · Focus on confidence and decision-making.	Offers personalised clarity, reassurance, and empowerment for future planning.

Claremont High School Careers Programme Overview

Annual Careers Plan with Gatsby Benchmark Alignment (①–⑧)

Vision & Aims

At Claremont High School, our goal is to ensure that every student receives high-quality, progressive careers education, information, advice, and guidance (CEIAG).
We aim to inspire all students to make informed, aspirational decisions about their futures and equip them with the skills and knowledge needed for lifelong success.

Our Aims

Deliver meaningful careers learning across all year groups (KS3–KS5).
Ensure every student experiences encounters with employers, Further Education, and Higher Education institutions.
Support transitions into positive destinations through personalised guidance.
Embed Unifrog as a key digital tool for research, reflection, and planning.

Gatsby Benchmarks Key Table

No.	Benchmark	Summary
①	Stable Careers Programme	Careers strategy embedded across the school
②	Learning from LMI	Accurate, current labour-market and career data
③	Addressing Individual Needs	Inclusive, equitable, and targeted provision
④	Linking Curriculum to Careers	Real-world relevance in subjects
⑤	Employer Encounters	Direct engagement with professionals
⑥	Workplaces	Real or virtual workplace experience
⑦	FE/HE Encounters	Exposure to post-16 and post-18 routes
⑧	Personal Guidance	One-to-one sessions with qualified advisers

Year-by-Year Careers Programme

Year 7

Year 7 – Introduction to Careers Learning
Term	Key Activities & Focus Areas	Unifrog Integration	Gatsby Benchmarks
Term	Key Activities & Focus Areas	Unifrog Integration	①	②	③	④	⑤	⑥	⑦	⑧
Autumn	Careers assemblies: “Job of the Week”, introduction to Unifrog, PSHE on volunteering & community contribution.	Personality & Interests Profile activities.
Spring	Guest speakers in assemblies; “World of Work” themed week; teamwork & communication focus.	Careers Library exploration.
Summer	Reflection on career interests; linking personal strengths to subjects.	Strengths Reflection and career shortlisting.

Year 8

Year 8 – Exploring Pathways and Possibilities
Term	Key Activities & Focus Areas	Unifrog Integration	Gatsby Benchmarks
Term	Key Activities & Focus Areas	Unifrog Integration	①	②	③	④	⑤	⑥	⑦	⑧
Autumn	Focus on career pathways and subjects of interest; LMI introduction; employer videos.	“Explore Careers” search tool.
Spring	STEM week; virtual employer encounters and assemblies; local business partnership input.	Subject Area Links and Career Profiles.
Summer	Reflection and goal-setting; Unifrog competencies update.	Competencies Profile update.

Year 9

Year 9 – Making Informed Choices
Term	Key Activities & Focus Areas	Unifrog Integration	Gatsby Benchmarks
Term	Key Activities & Focus Areas	Unifrog Integration	①	②	③	④	⑤	⑥	⑦	⑧
Autumn	GCSE Options Evening; decision-making workshops; gender stereotypes sessions.	Subjects tool – link choices to careers.
Spring	National Careers Week activities; employer talks; LMI update sessions.	Careers library and reflection entries.
Summer	Transition support for KS4; goal review.	Progress review log.

year 10

Year 10 – Developing Employability
Term	Key Activities & Focus Areas	Unifrog Integration	Gatsby Benchmarks
Term	Key Activities & Focus Areas	Unifrog Integration	①	②	③	④	⑤	⑥	⑦	⑧
Autumn	Work experience briefing and preparation sessions; employer presentations.	CV Builder and Placements log.
Spring	Careers Fair; mock interviews; skills for employment workshops.	Interview Reflection worksheet.
Summer	Work experience placements and reflection activities.	Placement Feedback and skills self-assessment.

year 11

Year 11 – Preparing for Next Steps
Term	Key Activities & Focus Areas	Unifrog Integration	Gatsby Benchmarks
Term	Key Activities & Focus Areas	Unifrog Integration	①	②	③	④	⑤	⑥	⑦	⑧
Autumn	1:1 guidance interviews; Post-16 options presentations; revision of career plans.	Post-16 Pathways tool and shortlisting.
Spring	Mock interviews; financial education; apprenticeship talks.	Apprenticeship search and reflection.
Summer	Transition support for college/apprenticeship entry.	Destination log completion.

year 12

Year 12 – Broadening Horizons
Term	Key Activities & Focus Areas	Unifrog Integration	Gatsby Benchmarks
Term	Key Activities & Focus Areas	Unifrog Integration	①	②	③	④	⑤	⑥	⑦	⑧
Autumn	UCAS intro session; HE & apprenticeship fair; personal statement workshops.	Personal Statement builder.
Spring	Aspire Programme; work experience planning; career mentoring schemes.	Placement planning and MOOCs.
Summer	Work experience placements; reflection and goal review.	Work Experience Reflection.

year 13

Year 13 – Securing Futures
Term	Key Activities & Focus Areas	Unifrog Integration	Gatsby Benchmarks
Term	Key Activities & Focus Areas	Unifrog Integration	①	②	③	④	⑤	⑥	⑦	⑧
Autumn	UCAS applications; careers mentoring; mock interviews for HE and employment.	Final Personal Statement submission.
Spring	Apprenticeship and employment guidance sessions; gap year planning.	Opportunities shortlist and comparison tool.
Summer	Final guidance interviews; transition support; Alumni engagement.	Leaver Destination log.

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