Talentino Careers Programme
At Churchward School we have helped develop and now provide the full bespoke Talentino Careers support Programme. The ‘In the Box’ programme provides for our students at a cost to the school a system that focuses on the students and their individual likes rather than pushing them into a given career path. Staff are trained on how to implement the programme and there are assigned coaches that will visit the school. Churchward School will be one of the first schools to offer a hybrid programme which is a mixture of mainstream and SEND provision. This allows us to tailor the programme carefully.
The theory behind the work uses research based around CICO which is ‘Core Interest Career Orientation’. This places the focus on the student’s immediate reaction to questions rather than them providing answers they think people require.
As the student’s progress through the academic years they will build a portfolio using the individual profiling kit that compliments the more traditional careers advice.
By using both of these career approaches we feel our students will have the best chance of making an informed decision on their career path.
The main statutory guidance related to Careers in schools is currently the Careers Guidance and Access for Education and Training Providers (2018) alongside The Gatsby Benchmarks which are a framework of 8 guidelines that define the best careers provision in secondary schools.
The Careers Development Institute has developed a SEND version of the national framework which we are measuring ourselves against using the ‘Compass’ online benchmarking tool. Our programme and response to the Gatsby Benchmarks will be differentiated to meet the needs of our student group.
|1. A stable careers programme||Every school and college should have an embedded programme of career education and guidance that is known and understood by students, parents, teachers, governors and employers.||
|2. Learning from career and labour market information||Every student, and their parents, should have access to good quality information about future study options and labour market opportunities. They will need the support of an informed adviser to make best use of available information.||
|3. Addressing the needs of each student||Students have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each student. A school’s careers programme should embed equality and diversity considerations throughout.||
|4. Linking curriculum learning to careers||All teachers should link curriculum learning with careers.||
|5. Encounters with employers and employees||Every student 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 activities including visiting speakers, mentoring and enterprise schemes.||
|6. Experiences of workplaces||Every student should have first-hand experiences of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities, and expand their networks.||
|7. Encounters with further and higher education||All students should understand the full range of learning opportunities that are available to them. This includes both academic and vocational routes and learning in schools, colleges, universities and in the workplace.||
|8. Personal guidance||Every student should have opportunities for guidance interviews with a career adviser, who could be internal (a member of school staff) or external, provided they are trained to an appropriate level. These should be available whenever significant study or career choices are being made.||
Every pupil should have at least one such interview by the age of 16.
– Every pupil should have opportunities for personal guidance interviews with a qualified (to level 6 or higher) careers adviser whenever significant study or career choices are being made.