STAFF

Promoting a career development culture is an essential part of the mission and ethos of the school, and ties in with the whole school vision for learning. We aim to support the aspirations of all our learners and to ensure that they gain the understanding, skills and experience they need to make progress and succeed in learning and work. We believe that effective careers education and guidance not only contributes to the wellbeing of individuals but also to the wellbeing of their families, the communities to which they belong, wider society, businesses and the economy. The CEIAG programme is designed to raise aspirations, promote equality of opportunity and celebrate diversity.

The Frances Bardsley Academy careers programme aims to:

● Encourage students to be ambitious and aspirational

● Ensure students are prepared for the next steps in their education or career

● Help students understand the changing world of work and importance of developing transferable skills

● Support positive transitions post 16 and post 18

● Support inclusion, challenge stereotypes and promote equality of opportunity

● To meet statutory and inspection requirements, and work in line with the eight Gatsby Benchmarks

Evaluating progress:

To help the school evaluate the careers provision, the Compass report is carried out termly through the Careers and Enterprise Company. The purpose of this report is to evaluate the current provision against the 8 Gatsby Benchmarks:

  1. A stable careers programme
  2. Learning from labor market information
  3. Addressing the needs of every pupil
  4. Linking curriculum learning to careers
  5. Encounters with employers and employees
  6. Experience of workplaces
  7. Encounters with higher and further education
  8. Personal guidance

If you would like to see a copy of the latest Compass report, please contact R Woods who can share this information with you.

Destinations:

For the academic year 2018-19, 100% of students in Year 11 went onto successful destinations. 97% of students went on to full time education, 3% of students entered an apprenticeship. 38% of students decided to stay on at the Frances Bardsley Sixth Form. The second most popular destination was Havering Sixth Form, which took 21% of students.

In the sixth form, many of the students will go on to attend a wide range of Universities, studying a myriad of different subjects. Others go on to highly successful apprenticeships and other school leaver schemes, click link to view.

Hannah has recently left the Frances Bardsley Sixth Form, and has shared an insight into what she hopes to do in the future.

‘At the moment I’ve just finished Year 13 at FBA where I studied biology, chemistry and maths A levels. Throughout Year 13 I’ve had a part time job doing social media work for an online revision company. In autumn 2020 I plan on beginning a Masters degree in chemistry – my firm choice is Oxford and my insurance choice is York. I chose Oxford because of the tutorial style of teaching (very small groups of students lead by an expert in the subject), the collegiate system and the structure of the course. Spending the entire fourth year as part of a world-leading research group stood out to me as something I really wanted to do to gain as much experience as I could.

I’d love to have a career in chemical research, working in a lab. I spent a week in Year 12 doing work experience in a medicinal chemistry lab where I helped with developing molecules that had never been made before. I enjoyed the variety there was each day and how many problem solving opportunities there were to apply chemistry knowledge to new problems, so I’d definitely consider a career in that field. Research changes quickly though, so I’m keeping my options open until I know more!

Being at FBA for 7 years means there are a lot to choose from so it’s hard to pick a favourite memory! I really enjoyed the sixth form treasure hunt during 18+ week where we went around London in groups finding different tourist destinations and teachers to earn points by taking pictures with them. Ironically, my group became very lost whilst searching for the Royal Institute of Navigation!’

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