Personal Career/Transition Planning
Noreen McElroy, Principal
Elaine Corps, CEIAG co-ordinator
Erne School, Enniskillen
School in Context
Location – Shared site with Elmbrook School,
Enniskillen
Enrolment: 2001- 116 pupils
2011 - 90 pupils
Profile: MLD
Amalgamation with Elmbrook School: September 2012
Vision
In Erne School our vision for careers
education, advice and guidance is that all
students are equipped with the skills and
knowledge to help them make a smooth
transition from school into the world of work.
The starting points (2007)
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New member of staff given responsibility for CEIAG.
Training and support put in place.
Careers Education Development and Review audit
conducted.
Teacher released for training.
Membership of CEIAG sub committee as part of the
Fermanagh Learning Community.
CEIAG audit completed.
ETI assessment tool findings
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Roles and Responsibility of key staff needed to be
clearly defined.
Whole staff awareness identified as a priority.
Resource needs identified.
Personal Career planning systems needed to be
developed.
CPD identified as a priority.
Governors/Parents needed to be kept informed and
included in the process.
CEIAG/Transition developments.
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CEIAG/Transition – SDP.
A CEIAG action plan drawn up in consultation with
SMT/key staff.
CEIAG Policy review initiated.
On Agenda of staff/SMT / Governor’s meetings.
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Parents kept informed of developments.
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Staff Awareness
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Presentation to all staff to raise awareness of
STEM/CEIAG and the implications for all teachers.
Whole staff training on the remit of CEIAG sub
committee group of Fermanagh Learning Community
(FLC).
Staff involved in the review of the CEIAG and work
Related Learning Policies.
Role of the CEIAG co-ordinator
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Job description clearly defined
Co-ordinate CEIAG provision throughout the school.
Liaise between, train and support staff involved.
Liaise with outside agencies/organisations involved.
Keep up to date with current guidelines, LMI, and good
practice through membership of FLC
Ensure every pupil has the skills, training, information
and experience to reach their full potential after school.
Provide CEIAG assemblies on transition/work
experience
Role of the Form /Subject Teacher
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Responsible for developing the format for the
Personal Career Planning (PCP) in consultation with
the CEIAG teacher
Complete PCP with each pupil
Identify career opportunities within their subject area
and highlight them as an integral part of their lessons
Contribute to the whole school STEM display board
Highlight and amend teaching plans to show the
inclusion of STEM/CEIAG
How KS4 Curriculum supports
effective transition
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Vocational GCSE /entry level certificates courses, eg
occupational studies, horticulture, Maths for Life, English
ASDAN
Careers education and Guidance
Work experience
Enterprise project
LLW
Visits to employers
Supported by community agencies/services
Taster Days at SWC
Visitors from industry and businesses
FEST/Financial Capability week
Residential
Development of Employability Skills
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Basic social skills are at the core – targets set biannually
LLW particularly employability/PD
Stem skills promoted
Taught in CEIAG lessons and every subject across
the curriculum
Basic literacy and numeracy are prioritised – target
setting bi-annually
Course selection, using LMI to inform.
Work Experience
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At the end of Y11, work experience discussed and
pupils look for placements during summer/ consider a
summer job
Meeting arranged with pupil, parents, staff and careers
advisor in September to select placements.
Need for support of classroom assistant or shortened
placements considered for some pupil.
All pupils are visited during placement to ensure
suitability and quality of provision.
Pupils are debriefed on return to school and all relevant
findings are used to inform future planning and PCP’s.
Pupils share their experiences with the school
community at assembly.
The Transition Process
Years 12/13/14
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Sept-definite leavers identified in consultation with
staff, parents and pupils
Meeting 1st term with all agencies
Transition Information evening in the 2nd term for
pupils/parents
Visits to all providers arranged by transition officers
Timetable of support outlined by transition officers
Leavers Conference in June to finalise all details and
support
Personal career planning
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New format introduced
Starts in year 8.
Shows relevant progression in detail.
Used to inform annual review of the transition plan.
Continuously collated with work experience data to
form a cohesive profile.
Role of the Careers Officer
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Starts in March of year 10- transition planning and subject
options selection.
Input in Sept of year 11 – combined with planning work
experiences.
More input in year 12 using the “traffic light scheme” to
assess needs of pupils.
Kenny Maguire in school Wed am every other week.
Involved at Transition Planning meetings in years 10, 12
and 13.
Pupils and parents given Careers officer’s contact details
Careers officer contact details displayed in school.
Pupils and parents encouraged to use the internet to
inform Career planning.
Collaboration with Colleges and other
schools
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Year 11- 1 day per week (SWC)- accredited
vocational courses
Year 12- 1 ½ days per week (SWC)
Year 13- 2 ½ days per week (SWC)
Pupils accessing GCSE subjects at mainstream
Pupils accessing Essential Skills at South West
College
How Post 16 Programme prepares
pupils for life after school
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ASDAN PSD:
Independent Travel
Services to support pupils
Leisure Time
Personal Safety
Healthy Living
Preparation For Work
Using Technology in the home and community
Environmental Awareness
Work experience
Leaver’s choices
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Employment
Training For Success
FE College courses
ASDAN SW College(3 day)
ASDAN SWC +2 DAY Supported employment
Rutledge Training
Agriculture College
Parkinure College
ETI survey findings (2010)
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The very good quality of the policy and planning for
CEIAG
The wide range of up-to-date, well organised,
relevant guidance and reference materials, that are
used well throughout the school
The senior pupils, knowledge and understanding of
their post-school opportunities; and
The well developed, effective partnerships with
external agencies, including employers
Our evaluation.
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Higher than average success rate for pupils gaining
employment
Individualised programmes are at the core of
provision
High level of monitoring and challenging pupils
towards their optimum performance
Realistic relevant target setting.
Areas for development
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Outlined in the three year strategic development
plan.
Information evening for parents on how to use the
internet to provide life long CEIAG for pupils.
Staff training on how to use “Jed“, “ Pathfinder” and
other internet resources.
Continue to annually monitor and review the
continuously changing needs and aspiration of our
pupils and adjust our courses and schemes as
required.
Challenges
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Changing needs of our pupils
Lack of suitable courses in FE
Lack of support in training courses
Lack of incentives for employers
Provision of C.A. support for work experience
Falling roles means less choice for pupils
Staff need to be increasingly adaptable and multiskilled.
Related Documents
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Institute of Career Guidance
Preparing for Success - DE CEIAG Strategy (2007)
School related policies
Evaluating the quality of CEIAG provided by schools - Chief
Inspector’s Report
Entitlement Framework
Every School a Good school
Together Towards Improvement – ETI
37 policies essential for successful management of careers
ETI - The Self Evaluation Process of CEIAG