In this section
We have developed a broad and varied careers curriculum for students across all year groups. The aim is to create an atmosphere of awareness on career options from Year 7 forward, with an increasing focus on paths and further outcomes as our students enter their final Year at the Academy. A details table of what is offered for each key stage group and when can be found below.
Our Careers Team
Our Careers department can be easily contacted by students, parents/carers and employers.
Contact us via email: careers@southmooracademy.com
Telephone: 0191 5949991 (extension 3042)
Our Careers Leader is Mr S. Wareham.
Rationale
Southmoor Academy has a critical role to play in preparing our young people for the next stage of their education or training and beyond.
A young person’s career is their pathway through learning and work and we recognise that effective careers guidance contributes to raising aspirations, improving motivation and overcoming barriers to success and we are committed to achieving the inspiring IAG award
We have high expectations for all of our students, including for our most vulnerable and those with special educational needs and disabilities, so that every student is challenged appropriately and acquires the knowledge, skills and attitudes for lifelong learning which employers value. This will help every young person to realise their potential and enhance their employability.
Our Vision
- To prepare students for the ever changing opportunities, responsibilities and experiences of adult life and equip them with the skills to manage the choices, changes and transitions ahead of them
- To help students develop a positive self-image, increase self-confidence and raise personal aspirations
- To ensure that all students have an equal opportunity to develop the necessary skills, knowledge and awareness of the working world so that they are equipped with the ability to follow an individual chosen route to further education and employment in a career choice, which matches their aspirations in relation to their ability
Inspiring IAG Quality Award Code of Practice
Southmoor Academy has achieved the Inspiring IAG Quality in Careers Standard “fully meeting the standard” incorporating meeting the Gatsby Benchmarks in July 2020. We were successful in maintaining this award for a further 3 years after our re-accreditation in July 2023. The aim of the Award is to:
- Ensure young people get the support they need to make well informed, realistic decisions about their future through careers education, information, advice and guidance.
- Have appropriate, up to date, accurate and impartial information and resources that all young people can access regardless of race, gender, religion, ability, disability, social background or sexual orientation.
- Ensure the organisational policies relating to careers education, information, advice and guidance (CEIAG) are up to date and regularly reviewed and reflect this code of practice.
- Empower young people by informing them of how they can access CEIAG to help them plan their future and make well informed, realistic decisions.
- Provide young people from year 8 onwards access to impartial professionally qualified careers guidance and ensure formal regular assessment arrangements are carried out of the guidance practitioner, by appropriately qualified senior staff to determine ongoing competency.
- Offer all young people access to impartial and independent careers guidance, at a time and place that suits their needs.
- Ensure that all staff working with young people are offered and access ongoing training about qualifications/progression pathways and other relevant subjects and that there is a formal system in place to ensure the competency of all staff in delivering CEIAG.
- Work in partnership, where appropriate, with opportunity providers including employers, FE and training providers, and youth support services.
- Working with parents/carers to offer them information, advice and guidance to help them, help their son/daughter.
- Involve young people in the design, delivery and evaluation of CEIAG programmes.
- Promote equality of opportunity, celebrating diversity, challenging stereotypes and raising aspirations
The Gatsby Benchmarks
In line with the most recent careers guidance strategy (June 2026), our careers plan supports the achievement of the eight Gatsby benchmarks:
| 1: A STABLE CAREERS PROGRAMME | Every school should have an embedded programme of careers education and guidance that is known and understood by pupils, parents and carers, staff, governors, employers and other agencies. |
| 2: LEARNING FROM CAREER AND LABOUR MARKET INFORMATION | All pupils, parents and carers, teachers and staff who support pupils should have access to good-quality, up-to-date information about future pathways, study options and labour market opportunities. Young people with special educational needs and disabilities (SEND) and their parents and carers may require different or additional information. All pupils will need the support of an informed adviser to make the best use of available information. |
| 3: ADDRESSING THE NEEDS OF EACH YOUNG PERSON | Pupils have different careers guidance needs at different stages. Careers programmes should help pupils navigate their concerns about any barriers to career progression. In addition, opportunities should be tailored to the needs of each pupil, including any additional needs of vulnerable and disadvantaged pupils, young people with SEND and those who are absent. |
| 4: LINKING CURRICULUM LEARNING TO CAREERS | As part of the school’s programme of careers education, all teachers should link curriculum learning with careers. Subject teachers should highlight the progression routes for their subject and the relevance of the knowledge and skills developed in their subject for a wide range of career pathways. |
| 5: ENCOUNTERS WITH EMPLOYERS AND EMPLOYEES | Every pupil should have multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace. This can be through a range of enrichment opportunities, including visiting speakers, mentoring and enterprise schemes, and could include pupils’ own part-time employment where it exists. |
| 6: EXPERIENCES OF WORKPLACES | Every pupil should have first-hand experiences of workplaces to help their exploration of career opportunities and expand their networks. |
| 7: ENCOUNTERS WITH FURTHER AND HIGHER EDUCATION | All pupils should understand the full range of learning opportunities that are available to them, including academic, technical and vocational routes. This should incorporate learning in schools, colleges, independent training providers (ITPs), universities and in the workplace. |
| 8: PERSONAL GUIDANCE | Every pupil should have opportunities for guidance meetings with a careers adviser, who could be internal (a member of school staff) or external, provided |
Principles
CEIAG at Southmoor has four essential and interlinked elements:
- Careers education-planned programmes in the curriculum (Personal Development time) and planned cross-curricular opportunities, giving students the knowledge and skills to help them make informed decisions, plan and manage their own careers.
- Careers information- including options, employability skills, labour market information (LMI) and progression routes.
- Careers advice and guidance- Level 6 qualified specialist advisor helping students to identify future goals and plan the steps to achieve these career goals.
- Work related learning – experiences in/outside the curriculum to help students learn about economic well-being, careers and enterprise
Aims
The CEIAG programme is based on the core aims of the CDI Framework for Careers, Employability and Enterprise Education 7-19, 2021
Monitoring and Evaluation
Our Careers Programme is continuously evaluated and monitored through the following methods:
- Compass report completed termly to show progress towards achieving Gatsby Benchmarks
- Completion of Quality in Careers Standard award annual reviews
- 3 year analysis of pupil destinations post-16 and post-18
- Pupil, staff and parent voice
- Termly meeting with link school governor/Enterprise Advisor and Enterprise Coordinator at the North East LEP
- Surveys and evaluations completed after Careers events and activities
Careers Learning Journey
Key Stage 3 Careers Summary
Key Stage 4 Careers Summary
Key Stage 5 Careers Summary
Destination Measures
2024 – 2025 School Data/Activity Survey
| Key stage 4 | ||
| Key stage 4 2024/25 leavers – destination measures (activity in the year following key stage 4 completion) | ||
| Number | Percentage | |
| Number of pupils | 251 | |
| Pupils in education | 219 | 87% |
| Pupils in training | 24 | 10% |
| Pupils in employment | 3 | 1% |
| Total in Education, Employment & Training | 246 | 98% |
| Pupils not captured in education, training or employment / NEET | 5 | 2% |
| 16-18 School Summary | ||
| Students who reached the end of 16 to 18 study in 2024/25 – destination measures (activity in the year following 16 to 18 institution attendance) | ||
| Approved qualifications | ||
| Number | Percentage | |
| Number of students | 94 | |
| Students in education | 85 | 90% |
| Students in training | 2 | 2% |
| Students in employment | 5 | 5% |
| Total in Education, Employment & Training | 92 | 98% |
| Pupils not captured in education, training or employment / NEET | 2 | 2% |
2023 – 2024 School Data/Activity Survey
| Key stage 4 | ||
| Key stage 4 2023/24 leavers – destination measures (activity in the year following key stage 4 completion) | ||
| Number | Percentage | |
| Number of pupils | 234 | |
| Pupils in education | 207 | 88% |
| Pupils in training | 21 | 9% |
| Pupils in employment | 1 | <1% |
| Total in Education, Employment & Training | 229 | 98% |
| Pupils not captured in education, training or employment / NEET | 5 | 2% |
| 16-18 School Summary | ||
| Students who reached the end of 16 to 18 study in 2023/24 – destination measures (activity in the year following 16 to 18 institution attendance) | ||
| Approved qualifications | ||
| Number | Percentage | |
| Number of students | 90 | |
| Students in education | 82 | 91% |
| Students in training | 1 | 1% |
| Students in employment | 4 | 4% |
| Total in Education, Employment & Training | 87 | 97% |
| Pupils not captured in education, training or employment / NEET | 3 | 3% |
2022-2023 School Data/Activity Survey
| Key Stage 4 School Summary | ||
| Students who reached the end of Key Stage 4 study in 2022/23 – destination measures (activity in the year following key stage 4 completion) | ||
| Approved qualifications | ||
| Number | Percentage | |
| Number of students | 238 | |
| Students in education | 195 | 82% |
| Students in training | 36 | 15% |
| Students in employment | 2 | <1% |
| Total in Education, Employment & Training | 233 | 98% |
| Pupils not captured in education, training or employment / NEET | 5 | 2% |
| 16-18 School Summary | ||
| Students who reached the end of 16 to 18 study in 2022/23 – destination measures (activity in the year following 16 to 18 institution attendance) | ||
| Approved qualifications | ||
| Number | Percentage | |
| Number of students | 91 | |
| Students in education | 78 | 86% |
| Students in training | 8 | 9% |
| Students in employment | 4 | 4% |
| Total in Education, Employment & Training | 90 | 99% |
| Pupils not captured in education, training or employment / NEET | 1 | 1% |
