At OIEA we aim to ensure that your son or daughter is equipped with the skills and knowledge to be successful after their time with us, no matter which path they choose to lead.
Preparing students for life after GCSE’s is a primary mission for the Academy.
Whether your son or daughter chooses to continue in education, studying A-levels or other vocational courses at college, or decides on pursuing an apprenticeship route, we at OIEA are passionate in ensuring your son or daughter is able to make the right decision for them.
Throughout their time at OIEA students are given a whole host of opportunities to learn more about the options available to them after they have completed their GCSE’s. We ensure that all students are supported when they consider their options towards the end of year 8 and provide further independent and impartial careers information, advice and guidance in years 10 and 11.
All years receive a full programme of careers education delivered during weekly PSHE lessons, and potential future careers are explored during regular timetabled lessons through class activities, school trips and guest speakers.
Here at OIEA we also offer students the chance of work experience. Year 10 students spend a week in industry learning about what the world of work is really like, and helping them discover whether their initial career idea is really what they thought it was.
Please see our Provider Access Document (Careers Policy) on the policies page.
For all OIEA policies please [click here]
Our Framework for Excellence in Careers
“The Gatsby Benchmarks are a framework of 8 guidelines that define the best careers provision in schools and colleges.”
The Careers and Enterprise Company
At OIEA our Careers provision is designed and evaluated using the eight Gatsby Benchmarks. This ensures that every student, from years 7 to 11, is provided with a purposeful and enriching careers programme that prepares them for life after GCSE’s.
To see how the Academy is currently addressing each of the benchmarks, please click on the link button below.
Benchmark: 1. A stable Careers programme
Description: Every school and college should have an embedded programme of career education and guidance that is known and understood by pupils, parents, teachers and employers.
Benchmark: 2. Learning from career and labour market information
Description: Every pupil, 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.
Benchmark: 3. Addressing the needs of each pupil
Description: Pupils have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each pupil. A school’s careers programme should embed equality and diversity considerations throughout.
Benchmark: 4. Linking curriculum learning to careers
Description: All teachers should link curriculum learning with careers. For example, STEM subject teachers should highlight the relevance of STEM subjects for a wide range of future career paths.
Benchmark: 5. Encounters with employers and employees
Description: Every pupil 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.
Benchmark: 6. Experiences of workplaces
Description: Every pupil 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.
Benchmark: 7. Encounters with further and higher education
Description: All pupils 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.
Benchmark: 8. Personal guidance
Description: Every pupil should have opportunities for guidance interviews with a careers 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. They should be expected for all pupils but should be timed to meet their individual needs.
If you require further information please contact Mr Jenkins at email@example.com