Student Entitlement Statement

Back to careers policies

This is an entitlement statement based on Government requirements and Gatsby Benchmarks on a year-group basis as detailed below. It is also mapped to the CDI* Careers Framework (Career Development Institute). 

Who is it for?

Pupils, parents / carers, stakeholders including organizations and companies wishing to support the pupils’ Careers Education and Learning. 

It considers the needs of all pupils including those with SEN* or other specific requirements. 

How is it reviewed?

It is reviewed and monitored on a regular basis by the Academy’s Careers Team (Careers Adviser, Careers Leader and Head of 6th Form) as well as the Principal, Governor linked to careers education. We also invite and include feedback and evaluation from parents/carers, pupils, stakeholders including employers and organisations. 

How can I get involved?

If you are an Employer or linked to an organisation / company, we welcome your offer of support and you can access the Provider Access Policy on the careers page of the Leigh Academy website. 

If you are a pupil or parent / carer, we welcome your feedback at any time. You can do this verbally, in-writing via an email or letter, or complete a feedback form handed out to you. We collect feedback from LAT* events, IAG interviews (careers Information, Advice and Guidance) and in other ways. If you have any ideas of how we can develop or improve our careers programme, please get in touch to share your views with us by emailing the Careers Lead Michael Williams:

The careers library contains various up to date literature on a range of LMI* opportunities including apprenticeships, University prospectuses and more. 

All year groups are entitled to a meaningful encounter with an employer or organisation to enhance their careers learning to help them develop their core career management skills. 

The Leigh Aspire Programme is offered to high-achieving pupils from disadvantaged backgrounds and includes a range of trips, visits, workshops and activities for personal-development to increase their confidence. This is also designed to meet the Government-identified gap in who attends University, designed to encourage University applicants from poorer backgrounds. 

An introduction to the world of careers, and various personal development workshops. 

As above, plus support with accessing and deciding on GCSE options. This includes an Options Evening that all can access where a qualified Careers Adviser will be present to answer any questions and offer information, advice and guidance. Followed by 1-to-1 careers interviews (at request) or group workshops. 

Introduction to STEM* careers and pathways. Careers workshops and assemblies, personal development activities to build career management and employability skills. 

Support in arranging Work Experience. 

LAT Annual Year 10 Careers Convention (a range of organisations, employers and colleges present covering a range of interest areas including Sport, The Army, Medicine, Teaching, Construction, Engineering, Creative Arts and much more. 

Further workshops and assemblies including personal development activities. 

Access to impartial IAG* 1-to-1 interviews and workshops including information on apprenticeships and other pathways. This will include entry requirements for courses available, advice on planning future options and exploring different careers. 

Assemblies on different vocational areas and choosing a range of post-16 options (this is not just 6th form but includes colleges, apprenticeships and other 6th form opportunities).  

Support and briefings on post-18 options including University, other HE* courses, degree apprenticeships, CV writing, mock interviews, personal statement writing and applying to UCAS for University. 

Year 12 are also strongly encouraged to access Work Experience as well as any part-time job they may have, some support is offered but students usually take the lead in organising their own placements. This is to help them build their awareness and communication skills as well as career management skills necessary for their future. 

Information and a range of resources are offered, however careers-based research is the responsibility of the student, for the reasons given above (research skills are required for many of their future options). 

Some students can access Business Mentoring on a needs-basis. 

We prioritise SEN* pupils and they have access to specialist support in the SEN centre according to their needs and requirements. All SEN students are offered careers interviews at key-transition points such as year 8, 11 and 13. 

Vulnerable students can include anyone from potential NEET (not engaged in employment or training after they finish year 11) and those who have additions concerns at home or at school – this includes young carers and pupils who are in-care or “looked after children”. We work as a team to identify these pupils and the support is then tailored according to priority and need. 

We work closely with Local Authority funded support for example The Education People, IAG* professionals such as careers advisers, as well as supportive organisations. 

CDI Framework References

The Careers Framework (CDI 2018) is a list of key skills, otherwise known as Core Competencies for successful career management. They are tailored to each Educational Key Stage group with examples of how they can be met. 

It covers 3 main career-learning areas with 17 learning outcomes:

  1. Self-development (outcomes 1-3)
  2. Learning about Careers and Work (outcomes 4-8)
  3. Developing career management and employability skills (outcomes 10-17).


  • IAG = Information Advice and Guidance (careers learning).
  • CDI = Career Development Institute (professional governing body for Careers Professionals)
  • LAT = Leigh Academies Trust
  • HE = Higher Education (such as Universities)
  • LMI = Labour Market Information (this includes the diverse range of options, entry requirements for options, vacancy information, apprenticeships and exploring different careers or jobs. 
  • SEN = Special Educational Needs