Beaumont Leys

Our Vision

What do we believe about Careers education, information, advice and guidance (CEIAG)?

We believe that high quality CEIAG is an entitlement and the key to unlock the door to improved future social mobility, financial security and therefore well-being. We believe in the moral imperative for creating a climate where our students are given the tools to be confident, employable, aspirational and adaptable learners and employees.

What do we know about CEIAG?

What young people achieve by year 11 has a significant impact on their life chances as adults. Good outcomes at school translate into good outcomes as adults.

Educational outcomes are not the only keys to success; there is a real need for us to simultaneously develop employability.

The world of work and nature of employment are changing exponentially, young people need a range of employability skills.

That job-specific skills are generally seen as less critical by employers, than a positive attitude, resilience and a willingness to learn.

That young people can learn to be the architects of their futures. Our responsibility is to guide and support them on that journey.

Young people turn to advice from a range of individuals when making decisions about post-16 choices; parents, carers and other family members play a key part in this.

Employers can contribute significantly to young peoples’ futures both in their understanding of the world of work and in their future aspirations.

“It’s never too early to be thinking about your future” - Year 7 student.

What do we do about CEIAG?

Create a culture where students can break free of perceived limitations of background so they have high and realistic aspirations for the future.

Promote a culture that features educational success as part of an accepted pathway into adulthood.

Expect all staff to buy into this culture of aspiration and achievement.

Actively teach generic personal, social and transferable employability skills needed for progression to employment and to further and higher education.

Help students to understand how skill transferability enables them to be highly employable within the changing context of work life patterns.

Help students to be enterprising, innovative, creative and to take risks.

Plan activities that lead students to learn about work, through work and for work.

Strategically plan and deliver a high quality series of taught, experiential and enrichment activities from year 7 - 11.

Build positive relationships with employers and collaborate with them not only to enhance the impact they can have on students’ experience of, engagement with and understanding of the world or work but also on learning within the  curriculum.

Help students to recognise, understand and make the most of their strengths, talents and interests and to engage them to actively and cyclically research, reflect and review appropriate, aspirational and realistic future jobs and careers.

Promote teaching and learning approaches that facilitate learning and develop generic and subject specific attitudes, skills and knowledge required by students for future education, training and employment.


HE progression of males from under-represented backgrounds. Neil Raven (2016)

Measuring Employability Skills. Blades, Fauth & Gibb (2012)

Key Stage 3: The wasted years? Ofsted (2015)

Skills needs must now drive reforms - CBI/Pearson Education and Skills survey. (2017)

The Youth Employment UK Employability Review. (2017)

User insight research into post-16 choices – A report by CFE research with Dr Deirdre Hughes OBE (December 2017)