QEII Jubilee School Careers Programme Information
We aim to ensure that all learners have access to a high-quality careers programme that is meaningful for them and fosters their developing skills, interests and aspirations.
By taking a person-centred approach and working with a range of partner organisations we intend to make well-matched, paid, supported employment and/or inclusion in the workplace realistic options for more young people with complex SEND preparing for adulthood.
Whilst careers education commonly starts from year 8, in recognition of the complexity of our learners needs we start work-related learning earlier, with opportunities across the curriculum.
Reaching beyond school
Personalisation for Individual Learners
|Key Stage 1 & 2||
Beginning in the primary phase, learners explore workplaces and role-play different jobs in the safety and familiarity of their class bases.
A strong Creative Arts curriculum, that starts in the primary phase and continues through to year 14 arms learners with cultural capital to take into adulthood and the world of work.
Magic Breakfast is the learners' main regular experience of seeing what work readiness skills older learners are learning, maintaining or generalising.
My Health & Wellbeing: RSE explores and develops a concept of ‘It’s good to be me’ as part of identifying emerging strengths, interests and aspirations
As learners become ready we are keen to support them to access a range of local workplaces as the customer, such as the shops, library and leisure centre.
As learners’ interests start to point towards aspirations these are captured in their person-centred plan and help to personalise learning, such as through My Play and Leisure sessions.
|Key Stage 3 & 4||
Learners begin discrete onsite work-related learning sessions around the school site. My Supported Independence a My Health and Wellbeing (including RSE) directly address My CV, meeting employers, keeping safe eg asking for help, developing a social sight vocabulary and more. Magic Breakfast and other social enterprise activities are regular experience opportunities where learners on the semi-formal pathway practice skills with reducing prompting and increasing fluency. Learners on the informal and PMLD pathways are included with their peers and are enabled to generalise their communication skills to these different contexts
Learners are supported to find out about technical education qualifications and apprenticeship opportunities where this could be meaningful to and for them.
Experiential work experience opportunities provide for inclusion, enjoyment and achievement of learners with the most complex disabilities.
For all learners, there is a focus on generalising their skills to new contexts and being able to carry them out with reducing prompting (as appropriate) and increasing fluency, and then maintain the skills in the different settings, if indicated.
Travel training begins.
People from the world of work come into school to share more about their job.
Learners’ EHCPs become integral to work readiness, with a shift to outcomes that Prepare for Adulthood from the Transition Review in year 9 and yearly thereafter.
Annual Transition Fair for learners and their families, with external local providers ➦ to met and find out more from, including the opportunities they offer, including technical education and apprenticeships
14-19 staff work with families to understand and navigate the transition, signposting potential pathways and service providers and working with those providers once placements are confirmed, to bridge between school and the next stage
|Key Stage 5||My Supported Independence and My Health and Wellbeing sessions are now jointly planned between school staff and WE*, providing job coaching to support work individually job-carved placements. Where indicated, the school supports learners to make applications to technical education qualifications and apprenticeships||
WE* begin job carving roles in workplaces for individual learners, that link directly to their person-centred planning. Experiential work experience opportunities continue to provide for inclusion, enjoyment and achievement of learners with the most complex disabilities. Travel training continues. Access to the annual Transition Fair at WWS or in other nearby localities is advertised to learners and their families.
Careers Guidance, Partnerships, Destinations and Outcomes
Partnership working with parents and carers is crucial to success for individuals, and the annual review a key checkpoint for how this is going and what needs to happen next. Learners’ person-centred plans are shared at the annual review to focus decision-makers on the person being planned with and for. EHCP outcomes shift their focus to Preparation for Adulthood from year 9 to year. Our partnerships include the specialist employment service for people with disabilities, Westminster Employment (WE*), local colleges with specialist SEND provision and adult social care.
The team around the learner supports them and their family to access information, advice and guidance on post-school pathways from our partner organisations and further afield, with day college, residential college, supported employment and bespoke social care packages have been the main destinations in recent years.
We audit our provision against the Gatsby Benchmarks.
The lead individual for overseeing the careers programme is the Head Teacher, Pamela Murphy, the team delivering the programme include:
- Emma Watford (Assistant Headteacher, Secondary) or Carlos Velazquez 14-19 Lead to identify opportunities within the curriculum
- Andrew Tillotson (SEN Operations Coordinator) about the annual Transition Fair and fringe activities throughout the year
- Reham El’Sady (HLTA) regarding virtual sessions with learners and/or their families
We actively seek feedback from learners, staff, employers and parents/carers on our careers provision.
At annual review meetings from year 7 onwards, we discuss our careers offer with learners, parents/carers.
Termly pupil progress meetings for secondary learners will review each learner’s careers encounters and activities to ensure we are providing enjoyable and aspirational opportunities and meeting benchmarks. The outcomes from these discussions are shared with the careers lead, senior leadership and Governing Board.
Each year we choose an employment sector, usually linked to the theme of National Careers Week and develop encounter opportunities for learners in line with the benchmarks. These encounters broaden students exposure and work alongside their personal aspirations.
➦ Our Provider Access Policy sets out our school’s arrangements for managing the access of education and training providers to students for the purpose of developing partnerships that enable meaningful sharing about their offer.
➦Our Curriculum Policy explains how Westminster Special Schools and Outreach vision for learners is brought to life through the curriculum pathways at QEII Jubilee School.
➦Our Careers Programme seeks to breakdown stereotypes such as those surrounding disability, gender, ethnicity in line with the Federation Single Equalities Plan and Policy
Although this information gives general oversight of our approach to careers at QEII, this approach is bespoke to the individual aspiration of our learners and is reviewed at least annually and as cohorts of learners’ progress through the school.