Careers Curriculum 2025/26

Vision

At Bramley Grange Academy, our vision is that every pupil—regardless of background or starting point—develops the knowledge, qualifications, confidence and employability skills needed to thrive in adult life. As part of London South East Academies Trust, we deliver an ambitious, inclusive and therapeutic curriculum that prepares learners with SEMH needs for sustained post‑16 destinations in education, employment or training.

We believe that qualifications alone are not enough. Pupils must also develop resilience, communication, teamwork and leadership to succeed in modern workplaces and society.

Our careers and skills provision is underpinned by:

• The Skills Builder Universal Framework (eight essential skills).
• The Gatsby Benchmarks of good career guidance (updated for September 2025).
• The DfE Statutory Guidance on careers guidance (updated 8 May 2025) and strengthened Provider Access Legislation (PAL) (minimum six meaningful provider encounters Years 8–13).
• Ofsted’s renewed Education Inspection Framework focus on participation, development, achievement and destinations (from November 2025).
• Keeping Children Safe in Education (KCSIE 2025) and HSE guidance for young people and work experience.

Intent

We provide a coherent five‑year journey (Years 7–11) that progressively builds essential employability skills, career knowledge, confidence and readiness for post‑16 pathways.

• Develop the eight essential employability skills (Skills Builder): Listening, Speaking, Problem Solving, Creativity, Staying Positive, Aiming High, Leadership and Teamwork—explicitly taught, practised and assessed across the curriculum and in real contexts.
• Deliver a stable programme meeting and seeking to exceed Gatsby 2025 (employer encounters, LMI, workplace experiences, FE/HE encounters, personal guidance, curriculum links).
• Meet PAL with impartial access to a broad range of providers (FE, ITPs, universities, employers; apprenticeships, T Levels, HTQs).
• Embed careers learning in subjects (BM4) with local LMI relevance (including Surrey/SE), teacher–employer encounters and vocational application.
• Strengthen literacy, numeracy, communication and SEMH needs (emotional regulation, resilience, independence) to access GCSE and/or Functional Skills.
• Ensure equity (BM3) for all cohorts, with targeted SEND/disadvantaged support (including IncludED Careers).
• Use data to drive improvement (Compass/Compass+, Future Skills Questionnaire, Careers Impact System) and report to SLT/governors.
• Ensure all pupils leave with recognised qualifications, a clear post‑16 pathway and the skills and confidence to sustain their destination.

Implementation

1) Skills Builder Integration

• Teach and model the eight essential skills in every year.
• Embed in schemes of learning with progression from supported participation to workplace‑ready use.
• Apply in vocational and real‑life contexts (enterprise, projects, WEX).
• Assess through reflection, pupil voice and Skills Builder step descriptors.

2) Gatsby Benchmarks (Updated 2025)

1. A stable careers programme published and reviewed annually with stakeholder feedback (BM1).
2. Learning from career and labour‑market information (LMI) for pupils and parents/carers, with local Surrey/SE context (BM2).
3. Addressing the needs of each pupil, including targeted interventions for SEND/disadvantaged and those at risk of NEET (BM3).
4. Linking curriculum learning to careers with subject‑specific progression maps and employer–teacher encounters (BM4).
5. Encounters with employers and employees, prioritising diverse, local and growth sectors (BM5).
6. Experiences of workplaces (Modern WEX; Equalex framework) (BM6).
7. Encounters with further and higher education (colleges, ITPs, universities; T Levels, HTQs, apprenticeships) (BM7).
8. Personal guidance from a qualified adviser at key transitions (Y8/9 options; Y10/11) (BM8).

3) PAL & Provider Access (Years 7–11)

• Minimum six meaningful provider encounters across Years 7–11, meeting quality parameters.
• Published Provider Access Policy Statement: opportunities, booking, facilities, safeguarding, complaints.
• Impartiality across routes (academic, technical, apprenticeships) and advance publicity of events.

4) Modern Work Experience (WEX) & Projects

• At least two weeks’ cumulative experiences of work by the end of Year 11, with hours tracked; hybrid/virtual only where necessary.
• EDT/Industrial Cadets projects and placements (Bronze/Silver/Gold), especially for STEM pathways.
• Inclusive WEX co‑designed with IncludED Careers (reasonable adjustments).
• Safeguarding/Health & Safety: KCSIE 2025; HSE guidance; insurance checks; proportionate risk assessment; CEC WEX toolkit/checklists.

5) Partnerships & Infrastructure

• Surrey Careers Hub / Careers & Enterprise Company (training, Enterprise Adviser, networks, tools, evidence).
• Local/regional providers & employers (including Surrey Heartlands where relevant).
• Data & QA: Compass/Compass+, Future Skills Questionnaire, Careers Impact System; termly/annual reporting.

6) Roles & Responsibilities

• Local Governing Body: approves policy; monitors PAL/statutory compliance; reviews termly impact reports.
• Senior Leadership Team (Mr Matt Reeves - DHT): ensures resourcing, CPD, inclusion in the School Improvement Plan.
• Careers Leader (Ms Jeni Hall): designs the programme, oversees Compass+ tracking, coordinates partners.
• Qualified Careers Adviser (Level 6+): delivers impartial personal guidance to all pupils at key decision points (BM8).
• Subject Leaders/Teachers: integrate career learning in curriculum (BM4).
• Designated Safeguarding Lead (Ms Kim Campbell): oversees safeguarding for careers activities and work experience.
• Data/Exams & Admin Teams: maintain learner‑level careers records and destinations analysis.
• Students & Parents/Carers: engage with the programme, provide feedback, attend provider encounters and events.

Impact

Academic Outcomes

• Progress in literacy and numeracy.
• Successful completion of GCSE and/or Functional Skills.
• Improved engagement and attendance.

Employability Skills Development

• Pupils demonstrating increased confidence in speaking and teamwork.
• Improved resilience and emotional regulation.
• Greater independence in managing workload and deadlines.

Gatsby/PAL Outcomes

• All pupils accessing employer encounters, LMI, FE/HE encounters and personal guidance.
• Successful work experience placements (where appropriate).
• Clear and sustained post‑16 destinations; PAL minimum of six provider encounters across Y7–11.

Monitoring, Evaluation & Reporting

• Termly: Compass+ progress; learner participation and equity metrics; provider encounter counts (PAL); work experience hours (Equalex alignment); stakeholder feedback.
• Annually: Destinations analysis; SLT/Governor impact report; updated programme on website; optional external accreditation (e.g., Quality in Careers).
• Ofsted readiness: evidence aligned to EIF—intent, implementation and impact on destinations, with clear SEND/disadvantage narrative.

Progressive Half‑Term Curriculum Map (Years 7–11)

Mapped to Skills Builder Essential Skills & Gatsby Benchmarks (BM1–8).

Provider Access (PAL) coverage across Y7–11: at least six meaningful encounters (e.g., Y8 HT6; Y9 HT4–5; Y10 HT5; Y11 HT5), with additional encounters via fairs, assemblies, small‑group sessions and 1:1 guidance.

Work Experience (Modern WEX): minimum two weeks’ cumulative experience by end of Y11 (activities across Y7–9 + in‑person placement(s) in Y10/11), tracked for hours and outcomes; EDT/Industrial Cadets projects add structured work‑readiness (Bronze/Silver/Gold).

Skills Builder Step Progression (Years 7–11)

Expected Step Targets by Year Group:

Step bands: 1–2 early awareness and supported participation; 3–4 developing independence and consistency; 5–6 secure and transferable application; 7–8 advanced, strategic and workplace‑ready use.

Year-by-Year Skill Focus (SEMH Context)

Year 7 – Foundations (Steps 1–2)

• Focus: Engagement, routines and emotional regulation.
• Pupils follow instructions with support; take turns in discussions; attempt challenges with encouragement; work in small groups with adult guidance; begin to set simple personal goals.
• Assessment: Teacher observation; structured reflection prompts; baseline Skills Builder assessment.