Careers Intent
Bowman Academy is a specialist all-through school for pupils aged 4-16 with Social, Emotional and Mental Health (SEMH) needs. We provide a tailored curriculum designed to prepare pupils to be confident, successful and resilient individuals who make outstanding progress and are prepared for life after school.
Intent
Our careers education programme aims to support pupils to develop self-awareness, aspiration and hope for the future, while building the personal and social skills required to make successful transitions at key points in their education.
Careers education at Bowman Academy is designed to be developmental, trauma-informed and personalised, recognising that for many pupils’ readiness for careers learning begins with understanding themselves, regulating emotions, and developing positive attitudes to learning and work.
Our Career Leader is Sam Rose. If you have any queries about career, higher education or work experience please contact Sam on 01509 363063 or email at [email protected]
Aims
Our Careers programme provides a structured and progressive approach to careers education in line with the Gatsby Benchmarks. We aim to ensure that all pupils have access to high-quality, impartial careers guidance and meaningful encounters with the world of work. Through a range of experiences including in-school and community-based work placements, workplace visits, employer encounters and locally organised careers events, pupils are supported to explore a wide variety of career pathways. Our overarching intent is to equip young people with the skills, knowledge and personal attributes needed to make informed decisions and to successfully transition into sustained employment, training or further education.
Our Careers Education programme is designed to provide a structured, inclusive and aspirational framework that supports pupils in preparing for their future pathways. In line with the Gatsby Benchmarks, our intent is to ensure that all pupils have access to high-quality, impartial careers education that is relevant, meaningful and appropriate to their individual needs.
We are committed to providing pupils with regular and meaningful encounters with the world of work. This includes opportunities to visit a range of local businesses across a wide variety of industries, enabling pupils to gain first-hand insight into different employment sectors and to understand the breadth of opportunities available to them beyond school. These experiences are carefully planned to raise aspirations, challenge stereotypes and support informed decision-making.
Our careers curriculum is embedded across the school and is designed to support pupils in developing self-awareness and employability skills. Through targeted careers learning, pupils are supported to:
• develop an understanding of their own strengths, interests and personal qualities
• build awareness of different types of work, employment sectors and progression pathways
• understand how behaviour, attendance, attitudes and personal responsibility impact future opportunities and outcomes
• Be introduced to the concept of post-16 pathways in a supportive and non-pressured way
• Feel that positive futures are possible and achievable
Careers education is delivered through a combination of taught sessions, employer engagement, workplace visits, careers events and personalised guidance. This approach ensures that pupils are well prepared to make positive, realistic choices and are equipped with the skills, knowledge and attitudes needed to successfully transition into further education, training or employment.
SEND and Inclusion
The careers programme is tailored to meet the needs of pupils with SEMH and additional SEND, using flexible delivery models, practical activities, repetition, and trusted relationships. Careers education is used as a tool to increase engagement, motivation and emotional regulation.
The programme is informed by:
• The Gatsby Benchmarks
• DfE statutory guidance on careers
• PSHE guidance
• Ofsted’s focus on personal development
Evaluation
The effectiveness of our Careers Education programme is evaluated through a range of quantitative and qualitative measures. These include pupil voice, engagement data, participation in careers activities, and progress towards individual Preparation for Adulthood outcomes. We monitor pupils’ developing confidence, self-awareness and readiness for future pathways alongside attendance, behaviour and engagement during careers-related activities. Destination and transition data are reviewed annually to evaluate longer-term impact. The programme is also regularly audited against the Gatsby Benchmarks, with feedback from pupils, parents/carers, employers and external partners informing ongoing development and improvement.
Key Evaluation Methods
1. Pupil Voice and Feedback
• Pupil questionnaires following careers lessons, employer encounters and visits
• Structured reflection activities (what they learned, confidence gained, aspirations raised)
• Informal pupil discussions recorded by staff
2. Engagement and Participation Data
• Attendance and engagement in careers activities, visits and events
• Participation in work experience, workplace visits and employer encounters
• Behaviour and attitude data during careers-related activities
3. Progress Against Individual Outcomes
• Progress towards EHCP Preparation for Adulthood outcomes
• Development of employability skills such as communication, resilience and teamwork
• Evidence of improved self-awareness regarding strengths and interests
4. Destination and Transition Data
• Post-16 destinations (education, training, employment)
• Sustained placements where applicable
• Transition readiness and support needs identified prior to leaving
5. Curriculum and Gatsby Benchmark Review
• Annual audit against the Gatsby Benchmarks
• Review of curriculum content to ensure relevance, accessibility and progression
• Feedback from employers, providers and external partners
6. Parent/Carer and Stakeholder Feedback
• Parent/carer feedback on confidence, aspirations and future planning
• Employer and provider evaluations following encounters or placements
• Governor oversight and review
