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Vision Statement

The intent of our Careers Programme at Halesbury School is to provide students with a stable and consistent careers education which ensures that all students are provided with the opportunity to prepare for their transition into further study or the world of work.

We intend to raise aspirations through exposure to a wide range of education and employment opportunities, which are embedded throughout our school curriculum. Students will experience a range of encounters, tailored to their individual needs and circumstances, including community facilities, employers and potential Post-16/19 settings, ensuring equal opportunities and inclusion.

Moreover, our careers programme is an entitlement, not an opportunity, whereby all pupils will be supported to consider their next steps and future. At Halesbury School we strive to provide an enriching, stimulating and sensitive careers programme that supports all students to experience positive transition, live as independently as possible and achieve their true potential in life.

Halesbury has a statutory duty to adhere to the Careers Strategy and the Statutory Guidance published in January 2018 and is working towards achieving the eight Gatsby Benchmarks that indicate a high quality careers provision.

Key Aims and Objectives

  1. To support pupils and their families in developing their understanding of transitions and future planning.
  2. To prepare pupils for successful and positive transitions into life after Halesbury.
  3. To provide pupils with well-rounded and broad experiences of the ever-changing world of work.
  4. To support pupils in the development of the interpersonal skills, qualities and attitudes that will be needed throughout life.
  5. To foster a sense of ambition and determination to motivate pupils to live as independently as possible.
  6. To support inclusion and promote equal opportunities by challenging stereotyping and encouraging diversity.

Gatsby Benchmarks

The Gatsby career benchmarks are a framework that schools and colleges can use to develop their careers programme - they are the recommended elements of good practice in career guidance and have been considered when devising our Careers Programme.

CDI's Career Development Framework

The main purpose of the CDI’s Career Development Framework is to clarify the skills, knowledge and attitudes that individuals need to have a positive career. A ‘positive career’ is likely to mean something different to everyone, but it will typically include being happy with the way you spend your time, being able to make a contribution to your community and being able to have a decent standard of living.

The CDI’s Career Development Framework describes the six career development skills that people need to have positive careers and these have been considered when devising our Careers Programme.

Preparing for Adulthood Agenda

At Halesbury School, our Careers provision is shaped around the Preparing for Adulthood agenda which sets out four key pathways that should be considered when supporting young people with Special Educational Needs and Disabilities to make decisions about their future.

The four Preparing for Adulthood outcomes are:

  • Education and/or Employment: Providing opportunities for young people to explore all of the options that are available to them such as further education, paid employment or volunteering opportunities in order for them to identify meaningful and relevant ways to spend their time.
  • Independent Living: Giving young people choice over their lives and the support that they have, enabling them to live as independently as possible.
  • Community Inclusion: Includes having friends, supportive and healthy relationships, as well as accessing facilities and services within the local community.
  • Good Health: Ensuring access to the right healthcare professionals who can support the young person as well as instilling good, healthy habits.
PfA pathways

For further details on various aspects of our Careers provision, please use the links on the left hand side of this page.

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