Information, Advice and Guidance

Information Advice and Guidance at Westhoughton High School

Section 1 Our Aims and Rationale

Section 2 Delivery model/calendar of events

Section 3 Destination Trends/NEETs

Section 4 Supporting vulnerable students/the disadvantaged

Section 5 Supporting the most able-gifted and talented students

Section 6 Engaging parents and carers

Section 7 Resources available for students and parents to access on line

Section 8 School Contacts

Section 1 Our Aims and Rationale
The school is committed to providing impartial and relevant CEIAG to students from years 7 to 11 as outlined in the School’s CEIAG Policy.
To support us in ensuring a high standard of CEIAG, we are registered for the Greater Manchester Inspiring CEIAG award and have achieved the gold award. The award provides an excellent framework to measure and improve the effectiveness of IAG provision within school. The gold award is reviewed on an annual basis. The school is one of a number of pilot schools in Greater Manchester who are seeking greater employment engagement through the Careers and Enterprise Company. The school will be working with linked staff at Seddons (Bolton), acting as enterprise advisers to widen curriculum links with employers.


Key Staff include

Mr S Gill CEIAG Coordinator

Miss C Storey Connexions Advisor- who is in school two days per week

Mrs A Spence- Department Line Manager

Mr R Bell- Link Governor

Section 2 Delivery model/Calendar of Events
CEIAG is delivered across years 7 to 11. The school’s CEIAG coordinator, Mr S Gill, is responsible for the leadership of CEIAG in school, liaising with a range of outside agencies including Connexions and local providers as well as advising students, staff and parents/carers. The school has bought in the services of a Connexions PA, Miss C Storey, who is in school two days each week and is based in a dedicated Careers Room within the Library. She attends Parents’ Evenings in years 9-11 and other progression information events so that parents and carers can receive independent guidance on their child’s next step. Students are encouraged to call in at break or lunchtimes to make appointments or to seek guidance, and staff may also refer students to Miss Storey if they feel students are in need of support in terms of careers guidance.
CEIAG is delivered through different points of contact: by form tutors as part of an ongoing programme; by Connexions staff through group or individual sessions; by teaching staff through off timetable days; and by S Gill, who coordinates a programme of visits to other institutions, assemblies, visiting speakers and work experience. In addition we encourage all departments to seek opportunities to contribute to CEIAG delivery within lessons, through visits or other extra-curricular activities. Departments audit their contribution to CEIAG on an annual basis.
Year 7
Describing oneself, identifying motivation and strengths and recording one’s achievements - year 7 form tutors Autumn Term. Form tutors are asked to produce either an achievements board recording the achievements of their students or an aspirations board where students indicate what they hope to achieve in the future.
Year 8
Local Labour markets, raising aspirations - year 8 form tutors Summer Term. Students will be encouraged to choose a career which they hope to aspire to and research it using the A-Z profiles on the National Careers service web site. On an off-timetable day, students will be encouraged to use START to research individual careers and gain awareness of LMI [local labour market information].Year 8 tutors will be asked to produce an aspirations board where students indicate a career they hope to aspire to in the future and research some features of it, such as entry requirements, features of the job and local labour market information related to the job.
Year 9 
All students undertake KUDOS sessions in ICT lessons/form tutor time. Kudos is a careers matching exercise where students are asked questions about themselves. They are given a list of jobs which match their answers and these can be researched on the website. The National Careers Service website allows students to research different occupational areas and find information about specific careers. 
Your Futures day: One to one interviews by form tutors with parents and students on post 14 options. Parents have access to a range of post 16 providers and the Connexions Adviser in a marketplace.
Raising aspirations: Russell Group University talk delivered by Runshaw College tutors to high achieving students. High achieving students attend an Oxbridge bound event in the Spring Term geared to developing thinking skills which may equip them to make applications to Oxbridge or Russell Group universities in the future
‘Futures 4 Me’ Bolton West Cluster schools CEIAG day: All Year 9 students attend an off-site careers guidance event where they receive motivational talks, meet employers and representatives from local post 16 colleges and undertake some hands on experience of different occupational areas.
Flight Path Evening: For parents to increase awareness of key stage 4 pathways, advice on how to support your child through the options process and beyond.
Miss Storey will undertake small group work on options choices to those students deemed most in need of support. 
Year 10 
Post 16 pathways – Year 10 form tutors Summer term.  The post 16 pathways to students are outlined, such as A levels, BTEC, vocational courses and apprenticeships, using UCAS Progress as a resource for further information. During an enrichment day, students will work with form tutors to register with UCAS Progress, fill in personal details, draft a potential personal statement and CV and start to research courses and to save them under their favourites. We will also encourage them to use the ‘I Could’ web site, START and the National Careers Service website to research careers they may be interested in pursuing.
Connexions Service: Post 16 pathways group sessions delivered in Religion, Society and Values lessons. 
Full day visits to colleges for taster days: Runshaw College, Winstanley College, Bolton 6th Form and Bolton Community College 

Visit to St John’s College Cambridge: As part of the university’s outreach scheme, 10 students annually are invited to undertake a two day residential visit to St John’s College Cambridge to inspire them to aspire to apply to Oxbridge or Russell Group universities in the future. In addition, up to 30 students are invited to attend a Cambridge Myth busting session open to students/parents to find out what a potential application to Cambridge may involve and to dispel myths about applying for Oxbridge (Oxford & Cambridge Universities).
Year 11 
Careers guidance interviews offered to all students and some students referred to Connexions for interviews, especially those at risk of NEET (Not in Education, Employment or Training).
Futures 4 Me event: An IAG event for all Bolton Schools held each October, where providers across the full range of provision in Bolton, including apprenticeships and vocational training as well as more traditional routes, are available for students and their parents/carers to speak to and take information from.
Post 16 Progression Evening: In October we host our own in house Careers event in the form of a post 16 progression evening. Parents/carers of year 10 and 11 students are invited to attend along with the students themselves. We offer invitations to our main post 16 providers including institutions offering A level, BTEC and vocational pathways. There is representation from local training providers who recruit for apprenticeships. In addition we are supported by Greater Manchester Higher providing information on Higher Education opportunities in the area as well some local employers such as Stateside Foods, Oakwood Distribution, Keoghs and Sainsbury’s who play an active part in school life. Students can sign up for our annual mock interview scheme and find out more about work experience opportunities available to them.
Year 11 CEIAG Assemblies: covering all pathways and including subsequent lunch time drop in sessions. Each Monday in the Autumn Term, students will attend assemblies delivered by our leading post 16 providers. These will include Bolton Sixth Form College, Bolton College, Wigan and Leigh College, Salford College, Runshaw College, Winstanley College, Rivington and Blackrod Sixth Form College, Saint John Rigby College, The Babington Group and Alliance Learning. Assemblies will then be accompanied by lunch time drop-ins later in the same week. Drop-ins are also organised with the local Army Careers Service.
Mock interviews: Students prepare a CV or personal statement and are interviewed by employers, staff from local sixth form colleges, parents and Members of the Westhoughton Rotary Club about their aspirations for the future. 71 year 11 students participated in the scheme in October 2016.
Russell Group Universities talks: Presentation to students on Russell Group Universities delivered by Winstanley College.  Oxbridge Bound tutorials facilitated by Runshaw College.
UCAS Progress: All students are facilitated to apply for post 16 courses on line through UCAS progress from October 1st and to complete a CV/personal statement. We encourage ALL students to apply for a college place by the end of January each year. Those who have not are supported to complete applications and receive guidance interviews from our careers adviser and by Mr Gill during form tutor time. 
Religion, Society and Values Lessons: Financial implications of college and university, writing CV and personal statement.
Work experience: a work experience placement scheme is offered to all year 11 students after GCSE exams are completed. 
Staff contribution to CEIAG and staff development
We encourage all staff to play a role in the delivery of CEIAG within school. All departments have a CEIAG noticeboard which promotes careers linked to their subject area while year 11 tutors have CEIAG events clearly displayed in their form rooms. Each department is encouraged to give students across school the opportunities to access careers education and information advice and guidance outside of the core programmes outlined above. Year 10 and 11 tutors receive training in post 16 pathways and awareness of local labour market trends within tutor meetings in the Autumn Term. Such training is open to all staff. In addition all staff are briefed about the role of the Connexions Service and the delivery of CEIAG in school in one of our staff training days at the start of the Autumn Term.

Departmental contributions to CEIAG
The department is committed to embedding clear links between careers in Art and Design with the projects they deliver in key stages 3 and 4

In Key Stage 3 students work on an illustration project that introduces them to the idea of Illustration as a career through the work of Lauren Child, Jim Medway and Quentin Blake. Year 9 students research and create work related to the work of an artist collective from Tanzania called Tinga Tinga Arts.

Students are introduced to university life through the annual Best of Bolton exhibition in collaboration with the University of Bolton where the work of some students is exhibited and sold. The department will use Neo Arts an artists’ collective  based in Bolton to deliver workshops to key stage 3 students to enhance their skills.

In Key Stage 4, students research and crate work related to the Scottish Designers Timorous Beasties to broaden their understanding of creative careers. To embed this further the department uses industry standards software, Photoshop, in many lessons and encourages students to research the work of contemporary practising global artists from whom they can gain inspiration.

The department makes every prospective GCSE student aware of different Creative Careers and the extensive range of careers linked to Art. The department has Career Boards with examples of jobs and careers in Art in both of the Art rooms in school.

The department encourages students to visit the website mycreativefuture.co.uk which has examples of art related careers as well as interviews and video clips with artists, designers and other industry practitioners.

Business Studies

In year 10 students learn about entrepreneurship and how individuals can come up with a business idea and proceed with setting up their own business. All students in year 10 get the opportunity to create their own business idea as part of a mini enterprise project setting up within a Christmas Market. Students visit local businesses, such as Stateside Foods, to see how a business works and operates. As part of the GCSE syllabus students learn about the job application process and study the selection process which organisations use to recruit employees. This covers job descriptions, CVs and covering letters. Students learn about long listing and short listing and what to expect at interview. Students also learn about current employment law, some contract law and the National Minimum Wage.
At Key Stage 3 the department teaches aspects of ICT which are important in terms of people seeking employment. Students are taught spreadsheets and databases using the office suite used in the vast majority of businesses in the UK. The department moves towards the teaching of Control Algorithms and Programming using the language of Python. This creates transferrable skills that assist the teaching of logic.
At Key Stage 4 the department teaches transferrable ICT skills that assist students in employment. Students gain a grasp of the Python language and computational thinking that will assist students contemplating a future career in computing. A key focus is on the building of transactional websites, database management systems and programming. Focus is given to the current labour market in ICT and computing related areas.
Design Technology
The department has extended a local business link with Stateside Foods in Westhoughton to include a graphic design competition. Key Stage 4 Catering students visit the premises of Stateside Foods. A new link has been established with Allie’s Edibles. The department actively encourages student participation in national competitions.

 Year 8 Illustration Competition is run in conjunction with Allie Edibles. Year 8 students also consider the environment with a competition from Heart Education to create a new cover for their catalogue by upcycling garments.

Year 9 Design students participate in a Packaging Competition in conjunction with Stateside Foods. In addition students are working with Bolton College to design a carnival outfit for a major ball.

Year 10 students participate in a Pro Skill Print It competition – a Fair Trade Product Design competition. Whilst students are involved in this they learn about the paper and print manufacturing industry. In 2015 Lauren Driscoll was successful for promoting a national competition creating a design for the national Careers Service.

In Year 10 students participate in the Design Museum Design Ventura Competition using the concept of change in order to inspire new products.

All students during their key stage 3 will be set homework which includes studying current designers and manufacturers and their associated career paths. Student work is displayed to inspire others. Schemes of learning cover industrial skills and techniques .Over lockers and CAD embroidery are used in textiles. CAD/CAM (Computer Aided Design and Manufacture) laser cutting and hand tools are used at Key Stage 3 whilst milling machines and lathes are introduced in Key Stage 4 Product Design. Students in Food Technology produce in batch production using specialist equipment.

All students are trained in the workshop in line with BSI4163, an industry standard safety code. In Food students are made aware of the work of the Food Standard Agency and are taught basic food hygiene rules which are followed and adhered to whilst students are cooking. Students read, sign and follow a safety code which includes tools, equipment and machine specialist equipment training for all design technology areas which are undertaken by students. Specialist equipment machine training for all design technology areas is undertaken by students.

In Catering a display is maintained outlining ex-students who have embarked in a career in catering and the destinations of ex-students who can inspire current students to gain a career in the catering industry.


All years learn the skills involved in formal letter writing including job applications. In year 10 and 11 students undertake speaking and listening activities to prepare students for interview and they undertake role plays to explore different situations that occur in the workplace. Students receive assistance with CVs and proof read letters of application and write references. Departmental members also encourage students in year 11 to write

personal statements for use in UCAS progress. In year 7 all students complete a newspaper report and learn about journalism as a career. In all years students undertake nonfiction writing which prepares them for life after school. This includes report writing, submitting articles and blogging. In 2016 year 7 students visited Westhoughton Library to learn about the Library Service and what working as a librarian involves. In the Summer term 2016, 70 English students visited Saint John Rigby College to observe English and other lessons and raise aspirations.
In years 7 and 8 students have been encouraged to research careers related to Geography which have been displayed in Geography classrooms. This involves the use of the National Careers website and START .The department will be sending GCSE students to Runshaw College to participate in the Shake Rattle and Roll event increasing their awareness of Physical Geography. Within the curriculum students are given the opportunity to learn about the world of work through Geography. In year 9 students learn about development in Dubai and are tasked with promoting new sustainable property developments through the role of estate agents. In addition students learn about work in the informal sector of Lagos and the parallels of life through that of a migrant compared to people during the Industrial Revolution in Britain. In the study of plate tectonics students learn about the economic benefits of volcanism and job opportunities associated with this field of study. In year 8 students through case studies learn about the diversity and quantity of employment opportunities in tourism the world’s fourth largest employer.
In the Spring Term of year 9 students participate in the Sophie Scholl competition run in conjunction with Runshaw College. They study the life of Sophie Scholl to widen their understanding of the Holocaust and Nazi Germany. In the Summer Term of 2016 some year 9 students worked with the Ann Frank Foundation going off site to learn about the life of Ann Frank and then in school helping to guide fellow students and students from visiting primary schools through an exhibition organised by the trust in school. Students gained the self –confidence to make presentations in front of their peers. As part of the year 7 syllabus students examine the nature of work in the 18th and 19th centuries and compare this to employment conditions, rights and patterns of today. At the start of year 7 students are encouraged to research a career related to history using the National Careers website or START.
In Mathematics developing problem solving skills is an integral part of the learning process with a strong emphasis on how the subject can be applied in a real world context. The department has developed ties with Manchester Metropolitan University inviting Dr Stephen Lynch to give a motivational talk to 25 key stage 4 students entitled ‘What is Maths?’ about his research and opportunities  related to maths in Higher Education and future employment.

              In year 7 one lesson each week is dedicated to functional maths, problem solving and real life problems which often relate to the world of work. Around 100 students in year 7 visit the Catalyst Science Museum in October to look at real life applications of mathematics.

              Year 10 students have participated in the Lionheart Enterprise Challenge organised by the department.

              Around 50 of the most able students in years7-8 and 10-11 participate in the UKMT maths challenge run by the University of Leeds

              The most able students in year 10 participated in a Mathematics team Challenge organised by Runshaw College in Spring Term 2016 and formed the winning team.

              Ms Shea from the Mathematics department is currently leading the Young Enterprise Scheme giving students in year 10 to run their own business and participate in trade events in Bolton Market and Piccadilly Gardens Manchester.

              Mr Goldsmith from the Mathematics department is currently leading the Duke of Edinburgh Award Scheme.
As part of the GCSE course, career pathways are promoted constantly. Links have been established with Media City in Salford while students have visited the Parkway Cinema in Bolton to review films for the school newsletter. All students are taught in a work environment. They are given deadlines to create a media product which can be sold in media outlets or on their own created websites which are key transferrable skills to enter the world of work.
Modern Foreign Languages
As part of the European Day of Languages held annually in September, students in key stage 3 participate in lessons aimed to raise the profile of languages and the benefits of learning a language to assist future career development are discussed. The department has been active in widening its links with local colleges. Some year 11 students have visited Bolton School on an A level taster day. Bolton Sixth Form staff spoke to year 11 French students about the advantages of learning a language at A level and beyond. In January 2016, 15 students participated in a Language taster event at the University of Manchester. In March 2016 all year 7 students participated in class Spelling Bee competitions with winning students visiting Manchester Metropolitan University in a regional final.

              As part of the key stage 3 curriculum careers are explored in Future Dreams while key stage 4 classes study future plans and careers.
Performing Arts
The department has been active in organising extra-curricular activities which encourage students to widen their understanding of careers in Performing Arts. Since 2012 an annual trip to London involving 35 students from all years has given students the opportunity to participate in two workshops run by professional actors, musicians and dancers from the shows they visit. Year 10 GCSE Drama students perform at the Octagon Theatre and take part in a professional technical run through and a dress rehearsal as part of the Shakespeare School’s Festival. In 2016 30 students from key stage 3 and 4 visited the Lowry Theatre Salford to see The Curious Incident of the Dog in the Night Time allowing students the opportunity to see professional actors at work. During 2016-17 Performing Arts students will run a full performance taking up roles needed to create a successful performance in the real world such as marketing, lighting, stage management and ticket sales.
Physical Education
As part of a new curriculum at Key Stage 3 and 4, students now have the opportunity to lead themselves and others, such as taking warm-ups, running skills based drills and implementing tactics and formations. Skills that are developed include leadership, self-confidence, organisation, cooperation and communication skills which are transferrable into future employment.  In 2016-17 the department will be delivering accredited sports leadership qualifications to develop employability skills and qualities. In the first enrichment day Autumn 2016, the Army came in to work with some students and delivered military taster sessions.  GCSE students have had the opportunity to achieve accredited officiating awards, for example the Badminton Young Officials Award, while all year 10 GCSE students complete the new young sports leader award in collaboration with the Bolton Lads and Girls Club. The department has forged links with Bolton Sixth Form College and their Sports Studies department have given talks about the college and post 16 courses that are offered to GCSE PE students. The department actively encourages students to participate as young leaders when local primary schools participate in sports events using the school facilities.
Religion, Society and Values

The department has fostered a culture of volunteering and student participation in Community based events. Over the last two years over 200 students have visited Sainsbury’s in Westhoughton and participated in bag packing, carol singing, PA announcements and selling raffle tickets. Participating students have toured the store and met and interacted with employees. Every year Random Acts of Kindness are organised where students go out into the community and give gifts to senior citizens in sheltered accommodation. Within the Religion, Society and Values curriculum, students are given an insight into the criminal justice system, the voluntary sector and local national and international politics. Specific units of work are delivered on money in key stage 3 including budgeting and banking. Specialist input has been provided by organisations such as the Money Charity and the Nat West Moneysense programme. In year 11 students may use RSV curriculum time to work on their personal statements and CVs.  They reflect upon the challenges and opportunities of post 16 life, including money management and the cost of living, banking, student finance, learning to drive and running a car and buying a house. 

              A partnership has been created with Senior Solutions, a local charity for the elderly, and with Westhoughton Rotary Club allowing Student Council members and other students to engage in Volunteering opportunities. Students from the school have supported community celebrations for Senior Citizens, such as the local Christmas Party and St George’s Day Party, giving students the opportunity to observe and participate alongside charities and local community groups.

              An Alert System has been set up with the support of Senior Solutions for 7 of the most isolated local citizens to be supported by 14 students from across the school and through participation in wider school life.

              Seasonal projects linked to Senior Solutions, Urban Outreach and other local charitable organisations such as Friends of Westhoughton [Railway] Station give students an awareness of the contribution faith groups, charities and community groups make to the local community.

              In 2016 50 students from all years met Ciara Steele from Bolton Youth Services to learn about the role of Bolton Youth Council and standing for election as a Bolton Youth  MP. Three students were elected to stand as candidates across Bolton and one of them Charli Fairbrother was elected Deputy Youth MP.

Every Autumn, students also have the opportunity to participate in the UKs largest youth consultation through the Make Your Mark Ballot identifying campaign areas of interest to the student body that groups of students in Key Stage 4 have then gone on to actively campaign about. This has brought them into contact with local decision makers such as local councillors and the electorate.

               The department has marketed the Youth Leader Awards to years 9 and 10 in association with the Westhoughton Youth Project. In 2015-16 98 students attended meetings 50% of whom went through an application procedure and 30 were accepted on the Youth Leader Award Programme which will be added to during 2016-17.

The department has helped to promote the National Citizenship Scheme [NCS] to current members of year 11 in partnership with the Bolton Lads and Girls Club.
The department strives to inform students of the careers relevant to the topics being covered in lessons, for example students being made aware of nuclear science and biomedical research.
The department organises visits to highlight careers in Science.
In Year 10 the most able students visit Oxford University organised through the Ogden Trust while Triple Science  students in year 11 visit the Heysham nuclear power station. The department liaises with the Ogden Trust in the Bolton Area, part of the Institute of Physics, to offer students more opportunities to become involved in a career in Physics.

              Science careers and innovations are discussed in lessons while an industrial context is given to lessons where it is applicable to do so.

              In 2016 female Triple Science students visited Bolton School to meet people from different organisations who fulfilled a role in science such as engineers, microbiologists and pathologists. Students interviewed each scientist to determine the scope of the job and what qualifications were needed to undertake this job.

             The department is keen to bring visitors into school from a variety of scientific backgrounds to talk to students about their job and what it entails.


Section 3 Current destination trends
2016 Leavers

60 Runshaw

32 Bolton College

28 Bolton Sixth Form College

20 Wigan and Leigh College

12 Winstanley College

10 Apprenticeships/Work based learning

6   Salford College

3  Bolton Wanderers Free School

2 Manchester College

1 Myerscough College/ Wigan Warriors Sports College

2015 Leavers

89 Runshaw

32 Bolton College

27 Bolton Sixth Form College

17 Wigan and Leigh College

17 Winstanley College

9 Salford College

6 Manchester College

2 Rivington and Blackrod High School

2 Bolton Wanderers Free School

2 Wigan Warriors Sports College


2014 Leavers

38 Winstanley

35 Runshaw [22 A level / 13 BTEC]

31 Bolton Sixth Form College

46 Bolton College

20 Salford College

18 Wigan and Leigh College

6 Bolton Wanderers Free School [newly opened 2014]

3 Preston College

2013 Leavers

36 Runshaw [27 A level / 9 BTEC]

26 Winstanley

23 Bolton Sixth Form College

48 Bolton College

26 Wigan and Leigh College

12 Salford College

2012 Leavers

60 Bolton Sixth Form College

28 Winstanley

15 Runshaw [14 A level / 1 BTEC]

37 Bolton College

28 Wigan and Leigh College

11 Salford College

Runshaw College have a partnership agreement with the school guaranteeing students a place on A level/BTEC courses, subject to them obtaining relevant grades.
Students not in full time education and training
The school is committed to ensuring that all students gain a realistic post 16 place in full time education or training. Working with our Connexions adviser, we track our school leavers and offer guidance and support to prevent potential NEETS. Year 11 Form tutors receive data on those students who have not made applications so that they can offer further guidance and encouragement, and are encouraged to refer to careers staff students who they believe are potential NEETS or who they believe to have made unrealistic choices.

At present, 2016 data 175 leavers indicates one NEET.

2015 data

210 Leavers:

   93.3% were in full time education

                4.2 % were in work based training/apprenticeships

                2.3% were in employment

                0% were NEET

2014 data 

225 Leavers:

Our NEETS total was 6 students. Since publication 5 gained a place in full time education or training. No students were recorded as unknowns.

92% entered Full time education

4.9% were in work based training/full time employment

0.4% were in voluntary/part time activities

2.7% were NEET

2013 data

233 Leavers

89.3% entered  Full time education

8.5%  were in work based training / full time employment

1.3% were NEET-3students in total plus 2 students who were unknowns

2012 data

222 Leavers

88.7% entered  Full time education

7.2% were in work based training/full time employment

4.1% were NEET-9 students in total.0 students were unknowns

Section 4 Strategies with more vulnerable/disadvantaged
All students with a statement are seen by a careers adviser from Connexions. Where a student has learning needs, the careers adviser liaises with the post 16 institution of their choice to ensure learning support is in place when the student starts there. The careers adviser works with students who may need support such as More Able Disadvantaged, Looked After Children, students with special educational needs and those with emotional and behavioural difficulties and offers them additional support with applications for post 16 options. This may include arranging appointments or interviews at college or a training provider. She also provides a report, a Transition Referral which sets out learning support requirements. Free Schools Meal students are given individual guidance interviews at the end of key stage 3 and 4 and, where necessary, after each data entry. There is regular liaison between Learning Centre staff and our careers adviser who will refer students who are most need of support.

Section 5 Strategies with the most able students 
We encourage high achieving students to aspire to reach Russell Group Universities by advising them on their options choices, for example the importance of choosing challenging EBACC subjects and achieving the highest grades and by providing access to outstanding post 16 providers such as Runshaw and Winstanley Colleges. For example, in Spring 2016  a group of gifted and talented students in year 9 attended an Oxbridge Bound event at Runshaw College geared to enhance their thinking and learning skills and to increase awareness of what may be needed to apply for Oxbridge in the future. Prior to making applications for post 16 opportunities, students are given a presentation on applying to Russell Group institutions and on university finance. Each year, 10 potential Oxbridge students have the opportunity to participate in a two day educational visit to Cambridge University alongside other students from Bolton schools. A small group of students also participate in the Ogden Trust science programme based at Oxford University each Easter. These activities raise aspirations in our students and provide them with experiences they can use in their personal statements.

Section 6 Engaging Parents and Carers
Parents and carers are invited into school for ‘Flightpath Evenings’ in years 9-11 and CEIAG is one of a number of areas covered to raise awareness of post 14 and 16 option choices, the on-line resources we offer to support progression and other support available.
Parents receive information about careers related events through Parent Hub and the school web site. They can meet local post 16 providers such as Bolton Sixth Form College, Bolton College Runshaw College, Winstanley College and Greater Manchester Higher at the Year 9 Your Futures Day and the Year 11 Post 16 Progression Evening gives parents/carers the chance to meet a range of institutions including sixth form colleges, training providers, local employers and representatives from Greater Manchester Higher

Section 7 How to access on line CEIAG resources a brief guide for parents and carers
Career Exploration
Career Exploration is finding out about what careers a child may want to choose in the future. In school we KUDOS and START as a vehicle to do this.
KUDOS involves students answering questions and then being given suggested careers which match their answers.
KUDOS (www.cascaid.co.uk/new/kudos) Access the web site using the code newsopen22

Careers Skills
Go to the 
icould.com website and take the buzz quiz to find out about your skills and personality and jobs that might be applicable to them.
The site contains videos of jobs which are directly related to specific school subjects which students enjoy and may be good at.
Careers information
Careers Information can be accessed from several sites. We recommend 
The National Careers Service website. Google National Careers Service Job Profiles to look at some 750 job profiles in each occupational area.

Applying for post 16 opportunities
We strongly encourage the use of 
UCAS Progress (https://www.ucasprogress.com) an on-line application system. In July of each year, students are given a user name and password to start searching for post 16 courses and then from October 1st each year to start applying. We expect all students to accompany their application with a personal statement.
UCAS Progress can also be used to find out about career choices by clicking on the information hub section. Students can research job families, attempt the Buzz quiz to determine their qualities and skills and click on Vinspired to find out about volunteering opportunities.
The National Apprenticeship Service NAS web site is the best site to increase awareness of apprenticeships as a post 16 pathway. It is essential students register on this site in year 11 as it is the place where most apprenticeship vacancies are advertised. Year 10 students can google Apprenticeships Get in Go far to learn more about the types of apprenticeships available to them. 
Within school we provide access to careers publications in the library which is accessible before school, at break and lunchtimes and at the end of the day until 4.30pm. Students can access computers and there are copies of prospectuses available from a range of local higher education institutions for students to browse.

Section 8 School Contacts
Claire Storey our Careers Adviser can be contacted by e-mail 
Simon Gill the IAG coordinator can be contacted by e-mail 
We can also be contacted on the school’s phone number
01942 814122