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The central aim of Harris Academy Beckenham is to provide effective education and training for all of our students. Through a well-structured, sustainable and effective programme of careers education, information, advice and guidance we believe that all can achieve both in school and in adult life.
By working in partnership with external agencies, businesses and members of our community we will provide accurate and focussed careers information, advice and guidance tailored to the individual needs of our students, and thereby enable all of our students to make informed choices about their career pathways.
Harris Academy Beckenham is proud to be working towards the Quality in Careers Standard, accredited through Investor in Careers.
A provider wishing to request access should contact our Careers Leader, Ms Jo Mullard, Assistant Principal. Email: firstname.lastname@example.org or telephone 0208 650 8694 Ext: 7133.
We offer our students bespoke careers advice and opportunities to develop their understanding of the working world. Our students are actively encouraged to partake in work experience, seminars and careers talks to further their prospects and set out on the path to successfully fulfil their ambitions.
A weekly bulletin is published to students in years 10 and above to keep them up to date with the latest opportunities available.
Our careers policy (downloadable below) sets out the Academy’s arrangements for managing the access of providers to pupils at the Academy for the purpose of giving them information about the provider’s education or training offer. This complies with the Academy’s legal obligations under Section 42B of the Education Pupil entitlement.
HARRIS ACADEMY BECKENHAM IS STRIVING FOR EXCELLENCE IN CAREERS EDUCATION
Currently we are working towards achieving Stage 1 Accreditation for the Investors in Careers Award, we are hoping to achieve this by the end of the summer term. We aim to achieve the full award by July 2021.
So why not get involved this week ....
Speaker for schools virtual talks - https://www.speakersforschools.org/inspiration/vtalks/upcoming-vtalks/
Research and compare job roles- https://www.harriscareerseducation.org.uk/1121/labour-market-information
Yr10 Virtual summer school with the University of Portsmouth. Click here to register
Baker clause and how it may impact an Ofsted inspection.
Recently an updated Provider Access policy/Baker clause has been shared with all sites.
Please see below how this policy should appear on every academies website. Please do look below at the new Ofsted requirements in relation to Careers Education and what the Inspectors will be looking for during an inspection.
Please can you all alongside the team of career advisers look at how we will ensure that all students have the required impartial information moving forward into the next academic year?
Provider Access Policy/Baker clause
This policy statement sets out our arrangements for managing the access of providers to students at the Academy from year 8 through to year 13, for the purpose of giving them information on a wide range of education and training provider’s education both academic and vocational. This complies with the school’s legal obligations under Section 42B of the Education Act 1997.
In line with the Baker clause, our academy gives students access to other FE colleges and training providers from years 8- 13 to discuss non-academic routes that are available; this includes main federation events like Next Steps, where colleges and training providers are encouraged to attend, as well as academy initiatives guided by the careers link and the careers adviser.
In addition to this, the dedicated Harris Careers Website outlines all of the Post 16 options. Students also have individual and guided access to Unifrog from Year 7 which offers additional impartial information on an ad hoc basis. This outlines all educational routes that they may wish to consider.
Please see below the new requirements in relation to careers during an Ofsted inspection.
Careers information, education, advice and guidance
256. All secondary schools are expected to provide effective careers information, education, advice and guidance (CIEAG), in line with the statutory ‘Careers guidance and access for education and training providers’, to encourage pupils to make good choices and understand what they need to do to succeed in the careers to which they aspire.
257. As part of this, it is important that schools understand and meet the requirements of section 42B of the Education Act 1997 (the ‘Baker clause’), which came into force in January 2018. Both maintained schools and academies are required by law to:
- provide opportunities for a range of education and training providers to speak to pupils in Years 8 to 13 to inform them about technical education qualifications and apprenticeships
- publish a policy statement setting out the arrangements the school has in place for pupils to access education and training providers
- make sure the policy statement is followed so that all pupils in Years 8 to 13 receive information about the full range of education and training options
258. In assessing a secondary school’s personal development offer, inspectors will assess the quality of CIEAG and how well it benefits pupils in choosing and deciding on their next steps. This will include looking at:
- the quality of the unbiased careers advice and guidance provided to pupils
- the school’s implementation of the provider access arrangements to enable a range of education and training providers to speak to pupils in Years 8 to 13
- how the school provides good quality, meaningful opportunities for pupils to encounter the world of work
- the school’s use of the Gatsby Benchmarks
- the school’s published information about its CIEAG provision (as required by the School Information Regulations) and the school’s statement on its provider access arrangements (as required by section 42B of the Education Act 1997)
259. If a school is not meeting the requirements of the Baker Clause, inspectors will state this in the inspection report. They will consider what impact this has on the quality of CIEAG and the subsequent judgement for personal development.