| Outcomes | Immersive Pathway | Exploratory Pathway | Questioning Pathway |
| Aspirations for students in this pathway | We want each student to… … be a happy, emotionally secure adult who responds to living in a multisensory world in a positive way. This person will have or have experienced skills to participate and contribute to a community life, enjoying a range of experiences with support alongside their peers We work towards the PSHE Education Planning Framework for pupils with SEND and use this framework to baseline our students and track progress. All students fit within the ‘Encountering’ stage in the Immersive Pathway. | We want each student to … be a happy, emotionally secure adult who can make supported choices and access a wide range of community projects with increasing independence. Exploratory students will have the confidence and skills to contribute in a positive way in their community and the ability to keep themselves safe in the wider community. Our hope is for Exploratory students to live as independently as possible and engage in valued and positive experiences. | We want each student to … be a happy, emotionally secure adult who can access supported or independent employment and living. Questioning students will have the aptitude to communicate their needs and wants independently. They will have the skills to continue to learn in their local environment and wider communities. Our hope is for Questioning students to NOT be passive recipients of knowledge, rather, for them to question – What? Who? Why? When? Where? How? |
| Accreditation | Students gain a Blackfriars Baccalaureate Bronze: Working towards meeting targets & Working towards embodying PRIDE Silver: All targets met & PRIDE is evident in behaviours around school Gold: All targets met and 1 or more exceeded & Fully embodies the spirit of PRIDE
| Accreditation opportunities are provided by the ASDAN Personal and Social Development course for some students and all have the opportunity to gain a Blackfriars Baccalaureate | Accreditation opportunities include GCSE English Language and Literature, Maths, NCFE, BTEC and ASDAN awards as well as the Blackfriars Baccalaureate – a suite of qualifications that enable students to progress to Level 3 qualifications / employment/ apprenticeship opportunities |
| Gatsby Outcome 1 A Stable Careers Programme | Discussions about potential future options begin in Year 7 with Preparation for Adulthood Profile. The plans are updated every year and new, individualised targets are set. | Discussions about potential future options such as supported or independent living, volunteering and employment opportunities begin in Year 7 with Preparation for Adulthood Profile. The plans are updated every year and new, individualised targets are set. | Discussions about potential future options such as supported or independent living, volunteering and employment opportunities begin in Year 7 with Preparation for Adulthood Profile. The plans are updated every year and new, individualised targets are set. Events throughout students’ careers at Blackfriars include ‘Which Way Now?’ Jobs Fair, interviews with alumni, QA sessions with employers etc |
| Gatsby Outcome 2 Learning from Career and Labour Market Information | School staff work with multi agencies to apprise parents of developments in social care provision. | School staff work with multi agencies to apprise parents of developments in social care provision. | In addition, LA Careers Guidance team support in Annual Reviews |
| Gatsby Outcome 3 Addressing the needs of each pupil | Each student has their own individualised ‘Preparation for Adulthood’ Plan that is co-constructed with the student and parents and carers. The plan brings together the students’ aspirations, their academic flightpath, their EHCP targets and their annual PfA targets that will help them progress their aspirations into reality. The PfA is introduced upon the students’ entry into school and is reviewed at least annually. It forms part of the EHCP Annual Review meeting. | Each student has their own individualised ‘Preparation for Adulthood’ Plan that is co-constructed with the student and parents and carers. The plan brings together the students’ aspirations, their academic flightpath, their EHCP targets and their annual PfA targets that will help them progress their aspirations into reality. The PfA is introduced upon the students’ entry into school and is reviewed at least annually. It forms part of the EHCP Annual Review meeting. | Each student has their own individualised ‘Preparation for Adulthood’ Plan that is co-constructed with the student and parents and carers. The plan brings together the students’ aspirations, their academic flightpath, their EHCP targets and their annual PfA targets that will help them progress their aspirations into reality. The PfA is introduced upon the students’ entry into school and is reviewed at least annually. It forms part of the EHCP Annual Review meeting. |
| Gatsby Outcome 4 Linking Curriculum Learning to careers | The Immersive Pathway curriculum includes:
| The Exploratory Curriculum includes:
| The Questioning Curriculum includes:
|
| Gatsby Outcome 5 Encounters with employers and employees | Students have the opportunity to undertake visits into the community where they encounter lots of different employers and employees. Whilst at, eg, the library, they thought about what a librarian does and what it would be like to work in a library. Visits include to supermarkets, museums, theme parks, the theatre, cinema, outward bound activity centres, gyms, leisure centres etc Assemblies where different workplaces and situations are explored – invited guests eg, AA with van | Students have the opportunity to undertake visits into the community where they encounter lots of different employers and employees. Whilst at, eg, the library, they thought about what a librarian does and what it would be like to work in a library. Visits include to supermarkets, museums, theme parks, the theatre, cinema, outward bound activity centres, gyms, leisure centres etc Assemblies where different workplaces and situations are explored – invited guests eg, AA with van | In addition, students in the Questioning Pathway undertake a range of activities which are specifically focused on engaging with employers such as the ‘Which way now?’ Careers Fair and Work Experience in Year 11. Staff also organise employers to come into school to share their experiences eg, Tesco HR officer etc Opportunities like university STEM days and Robot competitions ensure that students have the opportunity to discuss employment opportunities in different sectors |
| Gatsby Outcome 6 Experiences of workplaces | Weekly Community Visits to: shops, parks, the library, The Belong Centre, Our Space, the recycling centre, etc Students have the opportunity to create their own workplaces by creating enterprise opportunities – Café, pop-up shop, Garden Centre etc The Christmas Fair is run as an enterprise activity where students make items that are then sold. Workplaces are simulated so that students have the opportunity to experience what it is like to work in eg, a bike repair ship, a handyman’s shop mending animal housing etc Preparation for Assisted Living / Volunteering roles | Weekly Community Visits to: shops, parks, the library, The Belong Centre, Our Space, the recycling centre, etc Students have the opportunity to create their own workplaces by creating enterprise opportunities – Café, pop-up shop, Garden Centre etc The Christmas Fair is run as an enterprise activity where students make items that are then sold. Workplaces are simulated so that students have the opportunity to experience what it is like to work in eg, a bike repair ship, a handyman’s shop mending animal housing etc Preparation for Assisted Living / Volunteering roles | In addition, Gladstone Class have weekly lessons in ‘Preparation for Employment’ This involves completion of half termly placements in a range of workplaces. They complete accreditation courses that involve looking at different workplaces – Science Forensics Unit of study where students have to define the work done by the Pathologist, Crime Scene Reporter etc |
| Gatsby Outcome 7 Encounters with Further and Higher Education | Students attend events at the local Independent FE provision eg, ‘FedFest’, Pantomime. Transition booklets are produced for students to help with transition into FE – photographs of rooms and personnel etc Transition visits – students into setting; staff into students’ existing setting Staff from FE settings attend Annual Reviews, CINs etc | Transition visits to Further Education colleges –specialist provision Students attend events at the local Independent FE provision eg, ‘FedFest’, Pantomime. Transition booklets are produced for students to help with transition into FE – photographs of rooms and personnel etc Transition visits – students into setting; staff into students’ existing setting Staff from FE settings attend Annual Reviews, CINs etc | Transition visits to Further Education colleges –mainstream and specialist provision Students attend events at the local Independent FE provision eg, ‘FedFest’, Pantomime. Transition booklets are produced for students to help with transition into FE – photographs of rooms and personnel etc Transition visits – students into setting; staff into students’ existing setting Staff from FE settings attend Annual Reviews, CINs etc Head to Head meetings with alumni to discuss their pathways beyond Blackfriars |
| Gatsby Outcome 8 Personal Guidance | Working with Parents and carers, multi-agencies and school staff, we will work together to support Immersive Pathway students to:-
Their personal plans are discussed during the formation of the PfA Plan and at the Annual Review | Working with Parents and carers, multi-agencies and school staff, we will work together to support Immersive Pathway students to:-
Their personal plans are discussed during the formation of the PfA Plan and at the Annual Review | In addition, All students complete a Personal Progression Plan in Preparation for Employment ASDAN qualification – ‘Life Skills Personal Progression Plan’ |
| Destinations | Immersive students will move on to a range of post 16 or post 18 destinations such as colleges of FE or Independent Specialist Provision. | Exploratory students will move on to a range of post 16 or post 18 destinations such as colleges of FE, Supported Internships or Independent Specialist Provision. | Questioning students will move on to a range of post 16 or post 18 destinations such as mainstream colleges of FE, Supported Internships or Independent Specialist Provision. At any point between Year 7 and Year 13, Questioning Pathway students can transition into mainstream education if that is appropriate for them. |
| Post 16 | Students can stay at Blackfriars Academy to complete their Post 16 education. Each student has an individualised plan that incorporates their EHCP and Preparation for Adulthood targets. | Students can stay at Blackfriars Academy to complete their Post 16 education. Each student has an individualised plan that incorporates their EHCP and Preparation for Adulthood targets. | No Post 16 students from the Questioning Pathway |
| Term | Event | Pathway |
| 1 | A day in the life of … police; Tesco HR Officer; Students are introduced to a range of personnel who occupy roles in different workplaces. They have the opportunity to ask questions, listen to the workers’ explanations, touch & feel their equipment and experience an aspect of the job role eg, sitting in a police car | All – but at different levels. Immersive and Exploratory will experience, Questioning will be encouraged to think about whether it might be a career that they might be interested in |
| 2 | Which way now? Careers Convention | Questioning & Exploratory (upper) |
| 1 | Alumni sharing | Questioning initially |
| 1 | College consults | All |
| 1,2,3 | Visits to workplaces | All |
| 3 | Preparation for Employment | Questioning – Gladstone |