Support for pupils’ future pathways and careers
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Y Pant Comprehensive School in Rhondda Cynon Taf, is an English-medium school with 1444 pupils, 1178 of whom are of statutory school age. 1.1% of pupils speak English as an additional language. Around 9.6% of pupils are eligible for free school meals, which is below the national average, and around 12.7% have additional learning needs. The school’s leadership team consists of the headteacher, the deputy headteacher, two senior assistant headteachers and three assistant headteachers.
Context and background to the effective or innovative practice
Y Pant Comprehensive School’s vision is for all pupils to behave with respect, humility and be well prepared for life. To support this vision, the school has devised an innovative careers’ system, which offers comprehensive support for pupils in preparing for their future pathways, ensuring all learners secure a post-16 or post-18 destination that aligns with their skills and interests. This support encompasses a broad range of support, including mentoring, work experience and exposure to different pathways and career routes. It is an embedded process which builds throughout pupils’ time at the school, but in particular at significant transition points.
Through research the school understood that pupils who had a clear pathway or career destination applied themselves better in school. Subsequently, a comprehensive system was designed where careers support permeates all parts of school life and has been an underlining key priority for the school.
Description of nature of strategy or activity
The school has a coordinated approach to supporting pupils to identify and progress on their chosen pathway. The process is strategically led by a dedicated senior leader. A comprehensive mapping exercise supports the process and is regularly reviewed to ensure it is relevant and pertinent.
The process begins each academic year with a vibrant careers fair at the school which all pupils visit. Attended by over 50 employers, pupils are able to learn more about different industries and companies. Pupils research the different roles companies offer and engage with universities and modern apprenticeship programmes, who are also present. This helps them to gain an idea and understanding of the areas in which they may be interested.
Pupils have discrete careers lessons in Years 7 to 11. During these lessons pupils:
- Take careers quizzes on personality, interests, work environments and skills
- Search the careers library based on key words or their quiz results
- Search the university subjects library as above
- Develop an understanding of the path they should take to progress toward their career goals
- Save careers, subjects, resources and know-how guides
Throughout the curriculum, each subject area is responsible for ensuring that links are made to the world of work. For example, in Expressive Arts staff showcase various roles within the industry and regularly take pupils on trips to educational establishments or venues where they can learn more about these roles. In Welsh Baccalaureate in Years 10, 11 and 12 pupils focus on Future Destinations projects and complete research.
Throughout the year, pupils across the school receive talks and presentations from a network of professionals who either visit in person or online, to give pupils a greater insight into specific roles. All pupils in Year 10 undertake a work experience placement and, at key transition points of their school career, pupils have several interviews with senior leaders to ensure everyone has a pathway for when they leave school.
Sixth form pupils are placed into mixed year registration groups based on career aspirations – for example: Business, Accounting and Finance; Humanities Education and Law; Medicine and Allied Healthcare. Form groups are led by a member of staff who has expertise in these areas. Speakers and alumni are invited to form-time to deliver bespoke guidance.
All sixth form pupils have an hour of enrichment on their timetable once a fortnight. Whole-cohort or smaller group sessions are delivered either internally or by external speakers on topics such as student finance, creative industry careers, apprenticeships, personal statements, budgeting, interview techniques and so on.
The school values its working relationship with its Careers Wales advisor, who provides tailored advice to those who need it across the school. The Rhondda Cynon Taf Green Light Project, and the Youth Engagement and Participation Team, also provide independent advice and support for uncertain and vulnerable learners.
Pupils the school identify as vulnerable receive an enhanced level of support throughout their time at school, with additional mentoring in the sixth form focusing on different groups, including eFSM and ALN pupils, those claiming EMA, or individuals at risk of being NEET. Dynamic mentoring processes respond to academic, wellbeing, or other needs throughout the year. The school engages with the Seren Academy and the Oxford New College Step-Up programme to provide advice and support for more able pupils from Year 10 upwards.
What impact has this work had on provision and pupils’ standards?
Careers and work-related experiences are embedded across the school, resulting in nearly all pupils having secure post-school destinations. Over half of post-16 pupils return to the sixth form. Independent advice and effective partnerships ensure every pupil is supported. Post-18 outcomes reflect high university attendance rates, with aspirational degree apprenticeships gaining traction. Most pupils with ALN, and EMA recipients progress to university, as do many pupils eligible for free school meals. Enhanced support for pupils applying for particularly competitive courses at universities has seen strong outcomes, with nearly all medicine applicants securing first-choice places, a majority of applicants to Oxford or Cambridge receiving offers, and around half of pupils taking up places at competitive universities. Increasing numbers of pupils are now successfully applying for conservatoires and more specialist subjects. Pupil and parent feedback highlight improved confidence and value in work-related activities.
How have you shared your good practice?
The school has presented to other schools both within and outside of the local authority.