Careers @ CVEA


All students are able to make aspirational, realistic and informed choices; develop the skills, aptitudes and attitudes to achieve their personal best; and are prepared for post 16 pathways and the world of work.

Careers at Castle View Enterprise Academy

There has never been a time when careers guidance has been as important for young people as it is today. The landscape of education, training and employment opportunities that students need to navigate is more complex and more challenging than that faced by previous generations.

The Academy has a statutory duty to secure independent careers guidance for all year 8 to 11 students (The Education Act 2011 / Careers Guidance and Access for Education and Training Providers January 2018).

Our aim at Castle View Enterprise Academy is for all students to achieve their personal best. In careers education, this translates as every student making the right choices for their progression. We support students in making well-informed decisions by providing access to differentiated, impartial and independent information and guidance about the range of options (including academic, vocational, apprenticeships) that are most likely to help them to achieve their ambitions. By helping students with decisions at key transition points, informing them of all their options and introducing them to the world of work and a wide range of careers, we aim to prepare them for the world of work whichever pathway they choose.

Aims of Careers Education, Information, Advice and Guidance (CEIAG) at Castle View Enterprise Academy:

  • to raise students’ aspirations and to broaden their horizons
  • to inspire and to empower students to make informed realistic decisions at key transition points in learning and work
  • to provide good quality independent and impartial careers advice to students which inspires them and motivates them to fulfil their potential
  • to provide high quality independent and impartial careers advice and guidance which is in the best interests of the student
  • to provide opportunities to work in partnership with employers, training providers, local colleges and others to provide opportunities to inspire students through real-life contact with the world of work
  • to develop enterprise and employability skills including skills for self-employment
  • to support inclusion, challenge stereotyping and promote equality of opportunity
  • to support students to see learning and careers development as a life-long process

The Academy Careers Strategy sets out how the Academy provides a fit for purpose careers programme which provides our students with the knowledge and inspiration to succeed in their chosen career paths. 

The Academy Careers programme is based on, and mapped against, the CDI Framework for Careers, Enterprise and Employability (2020) and the DfE document "Careers Guidance and Inspiration in Schools" (January 2018).

For more detailed information on our careers programme:

Careers Policy

Careers Programme Overview

The Careers programme is reviewed and updated on an annual basis.  The next review will take place in July 2021.

The CEIAG Team

At Castle View Enterprise Academy, we have a whole Academy approach to careers with all staff supporting the delivery of CEIAG through the pastoral system and within curriculum areas. In addition, we have a designated CEIAG team who co-ordinate and monitor the delivery of the Academy Careers Plan:

  • Mrs E McDermott (Assistant Vice Principal / Careers Leader/ Registered Careers Advisor )
  • Mr A Young (Governor for CEIAG)
  • Miss L Miller (PSCHE Co-ordinator)

For further information, please see Careers Roles and Responsibilities.

To contact the CEIAG team please email [email protected]

The Gatsby Benchmarks

The Academy was part of the North East pilot of the testing of the Gatsby Benchmarks, which ran from September 2015 until July 2017.  We are now a lead school for the North East Careers Hub.

The Academy careers plan supports the achievement of the eight Gatsby benchmarks:

Benchmark 1: A Stable Careers Programme

  • Every school and college should have an embedded programme of career education and guidance that is known and understood by Students, parents, teachers, governors and employers.

Benchmark 2: Learning from Career and Labour Market Information

  • Every Student 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 the best use of available information

Benchmark 3: Addressing the Needs of Each Student

  • Students have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each Student. A school’s careers programme should embed equality and diversity considerations throughout.

Benchmark 4: Linking Curriculum Learning to Careers

  • All teachers should link curriculum learning with careers. STEM subject teachers should highlight the relevance of STEM subjects for a wide range of careers paths.

Benchmark 5: Encounters with Employers and Employees

  • Every Student 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

  • Every Student should have first-hand experience 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

  • All Students 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

  • Every Student 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 Students but should be timed to meet their individual needs.

Performance against the Gatsby Benchmarks (Spring 2021)


It has never been more important to build a set of essential skills to succeed in life for our children and young people: the ability to creatively solve problems, to self-manage, to communicate effectively, and to work well with others. These are skills that are needed to do almost anything well.

SkillsBuilder define these skills as: Listening, Speaking, Problem Solving, Creativity, Staying Positive, Aiming High, Leadership and Teamwork.

We are using the SkillsBuilder programme to support students to understand and develop these skills.  Each half term we are focusing on a different essential skill.  The focus for this half term is STAYING POSITIVE and AIMING HIGH.  Curriculum areas will be highlighting where these skills are used in their subject and providing opportunities for students to demonstrate and develop these skills.

You can support your child by encouraging them to practise these skills at home with some of the Skill Challenges below.

Skills Challenges

Challenge 1

Sit quietly for 5 minutes to think and make a list of all the things you can do that make you feel happy and positive, even if something has gone wrong. Share your list with others in your household.  You may have ideas that would help and support them in difficult times.

Reflection Questions

Getting Started: How does this activity make you feel?

Intermediate: How could you use this activity to feel more positive when something goes wrong?

Advanced: How could this help you to look on the bright side of something?

Mastery: How can you manage your emotional response to best support others?

Challenge 2

Set yourself a challenge for the coming weeks. It could be to create and stick to a new revision plan for your school work, to set a new target for a hobby or activity or to teach yourself a new skill. Be clear about what you want to achieve and by when.

Reflection Questions

Beginner: How do you know if something is too difficult for you?

Intermediate: Why is it important to be willing to take on new challenges?

Advanced: What resources might you need to achieve your goals?

Expert: What steps do you need to put in place to make your goals happen?





Post 16 Pathways and Progression 

All young people in England must continue in education or training until 18 years of age.  Young people have the following choices at the end of year 11:

  • Full time study at a college, sixth form or training provider
  • Full time work or volunteering combined with part time education of training
  • An apprenticeship
  • A traineeship

As part of our careers programme, year 11 students are provided with a one to one guidance interview with a qualified careers advisor. Parents are welcome to attend these meetings.   

Students and parents of students in year 7-11 can request a careers guidance interview by speaking to Mrs McDermott (Careers Leader) or by contacting the Careers Team ([email protected]). 

Useful Links

General Information

Guide to Post 16 Options

National Careers Service



City of Sunderland College

Newcastle College

Gateshead College

East Durham College

Northern School of Art  

South Tyneside College


Sixth Forms

St Roberts of Newminster Catholic School and Sixth Form College 


St. Anthony's & St. Aidan's Catholic Sixth Form


Training Providers (Apprenticeships and Training Courses)

BL Hairdressing 

Hairdressing courses and apprenticeships  

Chameleon Training

Motor vehicle training 

Learning Curve

Construction (range of trades) and travel & tourism


Training and apprenticeships in motor vehicle, customer service, sales and many more 

Resources North-East

Construction, business administration, I.T. 

Springboard North-East

Business admin, customer service, retail, health & social care, hair & beauty therapy, horticulture, childcare, hairdressing, motor vehicle 


Apprenticeships in engineering, manufacturing and related industries   



Top Apprenticeship Employers

Find a TraineeshipTraineeships Factsheet    

Apprenticeships – Students Guide

Apprenticeships – Parents Guide 

National Apprenticeship Service - Getting Started

National Apprenticeship Service - Apply for an Apprenticeship


Employer Links

To support our delivery of careers, the Academy has strong partnerships with a wide range of educational institutions, training providers and employers who contribute to our careers programme through:

  • raising aspirations and increasing motivation – helping young people identify educational and occupational goals
  • demonstrating the relevance of the knowledge and skills learnt in subjects to future opportunities in learning and working
  • demonstrating the links between living, learning and earning
  • providing work enrichment opportunities including work experience, workplace visits, guest speakers, curriculum support.

Please see our latest news, and upcoming events (see below) for examples of our latest careers events and activities. 

Useful resources for students and parents:

  • Start is an online careers learning tool which can be used to explore future career and education options.  It can also be used by parents.  The registration code for Castle View Enterprise Academy is 39525.  The site includes a range of short three minute videos to help students explore a range of careers.
  • The National Careers Service provides information, advice and guidance to help students make decisions on learning, training and work opportunities. The service offers confidential and impartial advice and is supported by qualified careers advisers.  You can chat with an adviser using webchat (8am to 10pm, 7days a week).  Or you can call 0800 100 900 to speak to an adviser (8am to 10pm, 7 days a week).  Calls are free from landlines and most mobile numbers.
  • icould provides career inspiration and information for young people through free access to over 1000 personal video stories, detailed job information, plus practical tips, insight and advice.
  • Connexions services in Tyne and Wear offer confidential advice and support for 13-19 year olds (and up to age 25 for young people with special needs) who live in the Tyne and Wear area.
  • CareersBox is a free online library of careers related videos, news and information.
  • UCAS Progress is an online search and application tool for post 16 courses.   This is the preferred method of application for some sixth form providers in Sunderland.  
  • Careers Advice for Parents aims to give parents an easy-to-read overview of all the essential facts on finding jobs and apprenticeships or choosing further and higher education courses which could make a real difference to their child's future career prospects.
  • Making informed choices at A Level  What you study at sixth form or college can after your options at university and your future career.  Use Informed Choices to help you understand which subjects open up different degrees, particularly at Russell Group universities.
  • Labour Market Information (LMI) - this website provides up to date LMI for the North East region including labour market profiles and vacancy data.
  • Business in the Community have produced the following infographics on the key features of the North East labour market; LMI Info North East 
  • The weekly CfBT LMI Bulletin provides up to date information on regional developments and vacancies
  • Parental Guidance offers advice and information on all aspects of the process of career choice for young people aged 13 to 25.
  • 350 Careers, One NHS 

Provider Access Policy Statement

Our Provider Access Policy Statement is displayed on our policies page.

Measuring the impact of our careers programme

The Academy careers programme is delivered through PSCHE (Lifeskills) lessons, the tutorial programme, within curriculum areas as well as through an extensive range of enrichment opportunities and activities.  Our monitoring and evaluation strategies encompass all of these aspects of delivery and are used to inform decision making about the future development of our careers programme.

Monitoring activities used to ensure that the careers programme is being implemented as planned include:

  • Learning walks
  • Lesson observations
  • Questionnaires – students, staff, parents and carers, external partners
  • Focus groups – students and staff
  • Career participation tracker
  • Work scrutiny
  • Curriculum plans
  • Destination data

Evaluation activities are used to measure the impact of our career programme and inform future planning.

Evaluation activities include:

  • Analysis of destination data – activity survey, sustained data (DFE), CVEA data
  • Career participation dashboard
  • Learning walks
  • Lesson observations
  • Questionnaires – students, staff, parents and carers, external partners
  • Focus groups – students, staff, Careers Champions (students and staff)
  • Student evaluations of personal guidance interviews

Evaluation of the careers programme is shared in a termly report with SLT and Governors and with parents / carers and other stakeholders through the Academy website and newsletter.

The Academy’s progress towards achieving the Gatsby Benchmarks is evaluated using the online Compass tool. This is carried out on a termly basis by the Careers Leader.  The careers strategy and action plan is based upon the outcomes of the Compass audit. 

The effectiveness of our careers guidance will be reflected in the higher numbers of students progressing to positive destinations such as apprenticeships, technical routes, sixth form colleges, further education colleges, universities or employment.  Destination data (DfE) is used to assess how successfully students make the transition into the next stage of education or training, or into employment and to inform future careers provision.  This is analysed by the Careers Leader with key trends and actions fed back to SLT and Governors.  Action points are also included in the careers strategy and action plan and the Academy development plan. 

A designated governor has responsibility for overseeing the quality of careers guidance. The Careers Leader reports to the Governor for careers on a termly basis with a one to one meeting and a formal written report. 

The Careers policy is reviewed on an annual basis by the Careers Leader.  This is ratified by Governors.

Contact Details

Emma McDermott Careers Leader

[email protected]

0191 5946330

Review Date: 31st July 2021