Careers Intent

Whilst at Cleeve Meadow School students are taught the skills and attitudes required to enable them to become independent, resilient  and to prepare for adulthood. We aim for Students to have an enriched and stimulating curriculum to give them every opportunity to reach their full potential regardless of their gender, race, learning disability or physical disability.

Rationale and commitment to careers education, information, advice and guidance

At Cleeve Meadow School careers education, information, advice and guidance is a priority in ensuring students leave with the right tools and values to help prepare them for adulthood. We support students to consider their future options, realise their potential and decide how their skills and experiences fit with opportunities in the job market. We prepare students for their preferred transitional pathway whether that is to continue with further education, employment, training or living independently and we use a person-centred approach in our delivery method. We are fully committed to our statutory and moral obligation to provide a holistic careers service to students identified in Year 8 onwards, highlighting the vocational and academic routes to their preferred careers path.

We ensure that students are inspired and motivated for the world of work, ensuring high achievable aspirations are considered for a range of careers available and enabling exposure to the world of work. Our Careers Strategy works in line with our PSHE policy, student Supergoals and emotional learning such as ‘the Zones of Regulation’.

We work closely with the local authority due to the vulnerable nature of our students who all have special education needs and disabilities with Education, Health and Care plans in place, ensuring that we know of all the services available to support students, to access these and share this knowledge amongst our community. We all share the presumption that for many of our young people with special educational needs and disabilities are capable of sustaining paid employment with the right preparation and support. 

We underpin our strategy with the Gatsby Benchmark  and with the National Careers Council objectives and DfE Guidance (Oct 2018), Baker Clause (2022), in consultation with the Careers and Enterprise Company and Talentino in order to:

  • Ensure that all students understand the range of career routes open to them and how to access information necessary to underpin informed choices
  • Make available face-to-face guidance to all Students from Year 8 onwards, through partnering with a range of work settings
  • Have strong links with employers who are able to contribute to Students’ education by raising their awareness and giving insights about the range of careers open to them
  • Have access to high-quality and up-to-date labour market intelligence (LMI) and information about all education and vocational education training routes pre- and post-16
  • Help student develop competences to be able to transfer their knowledge and skills, be resilient and adaptable within changing sectors and economies
  • Work with parents to raise awareness about career routes and to challenge stereotypes
  • Have access to careers providers and professionally qualified career development professionals to provide face-to-face guidance
  • Ensure that all leavers have a planned progression route
  • Integrate career management skills into a broad and balanced curriculum through our Skills Builder programme and life skills curriculum

We are committed to reducing the number of 13-19 year olds who are not in education, employment or training (NEETs) by ensure this strategy is embedded in our practices

At Key Stage 3 we implement the Skills Builder Programme:

The Skills Builder Framework breaks down each of the eight essential skills into sixteen tangible, teachable and measurable steps. Cleeve Meadow uses the skill steps to clarify what success looks like in each skill and to map out the trajectory for proficiency. Each term focuses on a different skill and PHSE lessons, outdoor learning and Drama workshops are used to help embed these skills along with contribution from learning within subjects. Students are encouraged to track their own progress and keep a record of their achievements.

We are delighted to have been awarded Skills Builder Gold and to be a Flagship school for Skills Builder . Please click on the link below to read more:

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In addition to the Skills Builder curriculum, Our life-skills curriculum will support the development of employability skills through the following areas:

  • Effective communication
  • Financial literacy
  • Home management
  • Travel shopping

By the end of Key Stage 3 students will have:

  • Completed a series of career modules as part of their PSHE programme
  • Attended an interview with the school’s careers lead
  • Attended a Transition Paths Evening with their parents/carers
  • Had a Transitional Review with the local authority/school/updating their EHCP
  • Discussed discrimination in the workplace
  • Taken part in an enterprise activity
  • Engaged in a meaningful encounter with a local employer

By the end of Key Stage 3 students will be able to:

  • Describe their personal qualities and skills
  • Recognise the different skills students are developing in each curriculum area
  • Use computer programmes and internet to research future careers choices and criteria needed
  • Explain what careers students are interested in and which option choices will help students to reach their goals.
  • Follow the school options process
  • Describe the different levels of qualifications that are available
  • Explain what the word stereotype means and give one example of stereotyping in jobs.
  • Understand that having a stereotypical view about people might limit their own career and learning option.
  • Explored emotional learning through the zones of regulation
  • Have opportunity to learn from career and labour market information

By the end of Key Stage 4 students will have:

  • Taken part in an interview with the WEX coordinator to make choices about their work experience.
  • Been on a work experience placement 
  • Had meaningful encounters with employers and employees
  • Evaluated their WEX placement
  • Taken part in activities to enable students to work with Cleeve Meadow School business partners.
  • Made preparation of their curriculum vitae, an application form and attended a mock interview with Waitrose staff
  • Received support and guidance to apply for a place at local further education colleges for SEN and mainstream courses. This is achieved by completing an application form attending an assessment and learning interviews techniques
  • Had a Transitional Review with the local authority/school updating their EHCP
  • Attended a careers event
  • Taken part in mock interviews
  • Taken part in experience days at Cleeve Park School sixth form
  • Have an understanding of personal finances and money management

By the end of Key Stage 5 students will have: 

  • Been given the opportunity to take part in various volunteering schemes
  • Been given help and support to apply for college/work training schemes/apprenticeships.
  • Received support and guidance to apply for a place at local further education colleges, through completing an application form attending an assessment and learning interviews techniques
  • Completed Employability Skills courses
  • Attended Skills London
  • Attended a TKAT careers event
  • Had a Transitional Review/interview with the local authority