Draft CEIAG Policy for your school (Jan 2018)


Young people’s career pathways are forged out of their experience, progress and achievements in learning and work. All young people benefit from a planned programme of activities to help them make curriculum choices that are right for them and to develop the personal resources and readiness that will enable them to step in more confidently into the world of further education or work.

This policy outlines a programme of activities supporting students Yr 8 to Yr 13 into pathways that reflect their interests, and attain and sustain employability throughout their working lives. From January 2018 this is a legal requirement.

Our School is committed to providing a planned programme of careers education, information and guidance for all students in years 8 – 13, which is supported through the [‘Name your programme’ – suggestion : ‘How the world works’] programme.

The purpose of this policy is to enable our School students  to have access to information and advice from an earlier age, enabling better informed decisions at all stages of their educational journey.

This policy is also framed to help students prepare for Raising the Participation Age (RPA) and to benefit our Pupil Premium students.


Aims of the CEIAG Policy:

  • To encourage participation in continued learning including Higher Education and Further Education
  • To focus the interests of students on their future aspirations, in the light of options available to them
  • To develop enterprise and employability skills
  • To contribute to strategies for raising achievement, especially by increasing motivation
  • To support inclusion, challenge stereotyping and promote equality of opportunity
  • To ensure students start on the courses best suited to their aspirations/future goals.
  • To contribute to the economic prosperity of individuals and communities
  • To meet the needs of all our students through appropriate differentiation
  • To involve parents and carers in making these choices


This policy was developed and is reviewed annually in discussion with teaching, teaching support staff, learners, parents, governors, advisory staff and other appropriate external partners, including the Enterprise Co-ordinator, and any appointed Enterprise Advisor.

Links with other policies

  • The policy for CEIAG supports and is itself underpinned by a range of key school policies especially those for Teaching and Learning, Assessment, Recording and Reporting Achievement, Citizenship, PSHE, Work Related Learning and Enterprise, Equality and Diversity, Gifted and Talented, Looked After Children and SEN.


Staff Responsibilities:


Governor link to CEIAG – (name)


SLT Careers – (name)


Enterprise Advisor – (Name)

(list here the names of mentors or other guidance staff who are responsible for the implementation of this policy)


All School staff are expected to contribute the CEIAG programme through their role as a form tutor. (delete if this is not applicable) The CEIAG programme is planned and delivered by the named staff, and selected external agencies as proposed and advised by the Enterprise Advisor.

Specialist, independent and impartial careers advice is offered to all students through the Enterprise Co-ordinator for our school, (insert name here).


Responsibilities of the School:


  1. To secure access to independent and impartial careers guidance including apprenticeships

In fulfilling this duty, our School aims to secure access to independent and impartial face-to-face careers guidance providing appropriate levels of support for all young people to make successful transitions, into further education or apprenticeships, particularly children from disadvantaged backgrounds or those who have special educational needs, learning difficulties or disabilities.

School has access to an Enterprise Adviser, through whose guidance and offices external agencies, including employers visit the school to talk about different industries and trips are arranged to visit various learning providers & apprenticeship providers.


  1. To assure the quality of external providers of careers guidance

Our School may work individually or with the assistance of the Enterprise Adviser in partnership, to procure such careers guidance services as would best suit the needs of our School. Schools can commission independent careers guidance from providers engaged in delivering the National Careers Service or from other providers or individual careers guidance practitioners, as they see fit.  The Careers Development institute advises that Careers Advisers should be professionally qualified to level 6.

Since January 2018 all Schools need to write in their CEIAG policy document a set of criteria companies will need to meet, if they wish to engage with School pupils.

To meet the requirements of this legislation, our School invites such companies who would like to engage with our pupils to offer one or more of the following  :

  • Describe their own company’s process for meeting their clients needs – whether they supply goods or services – how client research and advertising, if any is conducted within their company
  • Talk about the different functions in the company, (e.g. sales, production, purchasing, accounting or head office administration) and relate these to the range of skills, aptitudes and knowledge base needed to work in their business
  • Engage in a practical exercise to embed the information they have communicated – a case study, with a discussion to follow, or a ‘single person’s view’ exercise.    (E.g. the fork lift driver’s view of his working day – looking back into the company as the factory finishes the product, and outwards to the client, as the loaded lorry drives away’). This is designed to encourage our students to appreciate that all functions within any company are inter-dependent.
  • Mentioning in your general presentation the customers, suppliers and competitors of your company – or in some way illustrating that a company is not an isolated entity, and is connected to the world in a variety of ways.
  • Mentioning how their company uses the services of a bank to expand its operations – mentioning the ways in which the money loaned by a bank might be used.
  • How their company markets its products and services – advertising on social media might be interesting in particular – illustrating how a company seeks to stand out to its customers.
  • How they engage in deciding on export markets and how well they may have done in this area – again illustrating the ways in which a company is always looking for customers who need their products, either at home or abroad.
  • How their company record how well they are doing, financially – so a very basic ‘how to read an annual report’ – just comprising revenue, ‘cost of sales’ interest repayments and profits, and what each line of numbers represents.  The aim is to show the young people that behind each line of reporting lies a hive of activity – those are not merely ‘dry’ numbers.

The objective is to offer our students a connected view of life in the workplace.

We aim for our students to learn that :

  • Processes matters in a company – and that they are interconnected (and that new projects are managed, and measured)
  • How individual companies are a part of supply chains comprising other companies
  • How companies are connected in a range of ways to the world they serve – as customers, joint venture partners, advisers, bankers, shareholders.
  • What kinds of decisions are made in companies – and what knowledge and skills you might need to make such decisions. Here we wish to highlight goals and purposes of the corporate world.
  • How individual actions of all employees have an impact on different parts of a company. Here we wish to highlight the importance of risk management – and how individual actions give rise to operational risks.


For completeness of information, our Enterprise Co-ordinator have licensed us to use their ‘basic business models’ framework for all year groups, which forms the scaffolding for our students to understand private sector workplaces.  As employers come in, we need to be able to see where in the ‘map’ of business models this particular company falls, so that our pupils retain at all times a sense of ‘making a map of the world outside education’.



The School’s obligations to the visiting speaker

  • Before the external speaker arrives at our premises we will liaise via our Enterprise Advisor, or if appropriate directly, to ascertain what facilities may be required – a room with appropriate facilities for making a slide based presentation, or with several tables for case study exercises shall be provided to incoming partners, in response to their timely request.
  • External speakers may wish to familiarise themselves with whiteboards or other equipment already installed in the space to be provided ( details will be in the form – see below)
  • A form will be presented to the visiting speaker to be filled out (insert timeframe) to ensure that the greatest possible benefit is derived from any visit to our School by all concerned.
  1. To provide additional careers activities for students our School will encourage engagement with local colleges and universities for first- hand experience of further and higher education. This may include, but not be limited to mentoring, workplace visits, work experience, work shadowing, enterprise clubs, and links with local higher education institutions.

List here the activities you are currently conducting or contemplating for your young people – age 13-19.

  • Careers fairs
  • Online learning
  • Progression routes days at keystage 4 – with workshops pointing to apprenticeships or further education
  • Mock interviews

(include or delete as appropriate)

  1. To ensure adequate support for students with special educational needs (SEN) or disabilities.

For those with learning difficulties and/or disabilities, the normal advice for all students shall be provided but shall also include information on the full range of specialist provision that is available and what additional support is available to enable them to access the provision.

Insert also

[How your SEN and disabled students are prioritised for individual IAG/Careers intervention – your schools strategy and provision – your plans for extending this in any way].

  1. To work with the Local Education Authority

Section 13 of the 2008 Education and Skills Act places a duty on all schools to notify local authorities whenever a 16 or 17 year old leaves an education or training programme before completion.

How this is currently achieved, or going to be achieved – Our School aims to reduce the number of students not in education, employment or training (NEET) post 16. This is done by providing CEIAG to all and identifying these early on to ensure all students succeed.

The SENCO also shall work with the local authority team to support students who have Education Health Care Plans (EHCP).

  1. Aiding informed decision making

Our School will provide a broad based CEIAG offering to all students, showing them employment options and ways in which to view the world outside education.

In all cases our School recognises that students may wish to pursue further education, including A levels, Apprenticeships and vocational options.

Our School will, with the help of the Enterprise Adviser if appropriate, establish and maintain links with work-based education and training providers, companies offering apprenticeships or post 16 internships.

Our School will equally maintain its links with local education and training providers, including further education colleges and universities to ensure that young people are aware of the full range of academic and vocational options.

Local college and work-based education and training provider prospectuses shall be made available to students to assist informed decision making.



Monitoring, Review and Evaluation:

[If you are currently working towards a Quality Award for Excellence in Careers Education, information, Advice and Guidance, then please insert your evaluation criteria here.]

[If you are self evaluating your proviison, using the Careers and Enterprise Company’s Compass tool, then please put down how far you have got here,and your aspirations going forward.]

Additional paragraphs

Do you analyse student destination information ? If so write down that you do.

Do you get feedback from students, parents and carers to inform your CEIAG programme? If you do, then this is the space to enter the outline of that process.

If you have instigated a review process for any quality award, put in your review dates.

For example : The school’s career education and guidance programme is reviewed annually using the CDI’s Framework for Careers, Employability and Enterprise (CDI, January 2016).

If you have a progress report  on CEIAG which is submitted to your Senior Management Team and Governors – note down who does this and how often.



Sign off your policy with the approvals required – we would recommend head teacher, a governor and your CEIAG lead.


Head teacher :  …………………………………………………………………………………………………………………..
Link Governor:   …………………………………………………………………………………………………………………..


CEIAG Coordinator:  …………………………………………………………………………………………………………………


Put in a review date – e.g. This policy is reviewed annually

Date for next annual review:      [January 2019]