Careers Programme - St Wilfrids Catholic High School and Sixth Form College

St Wilfrid’s is committed to providing all students in Years 7-13 with a programme of activities and supporting activities. We feel that we are well placed to be compliant with the Gatsby Benchmarks by the end of 2020. More information on the benchmarks can be found here: To ensure St Wilfrid’s is delivering the best possible careers education and guidance we are currently working towards the ‘Quality in Careers Standard’ with C&K Careers, which, once obtained, will be valid for three years. This is in accordance with the DfE Career Strategy (January 2018) recommendation that ‘all schools work towards the updated Quality in Careers Standard, incorporating Compass, to support the development of their careers programme’.

The current careers programme is delivered through a combination of methods, including PSHCE in Years 7 to 11 and through assemblies, presentations, employer visits, work experience, seminars, work-related and university workshops and 1:1 sessions from Year 8 to 13. Additionally, several special events are organised such as the annual careers fair, STEM sessions, UCAS information evening and Student Finance presentations for students and parents/carers.

How do we Measure the Impact of our work?

We measure the impact of our careers service regularly, with weekly team meetings with our dedicated careers lead. The careers provision is held accountable by termly reporting to both the Senior Leadership Team and the Academy Council. The work in careers is also an important part of our in-school Whole School Improvement Plans and Self Evaluation. Our regular use of the Compass evaluation tools and our partnership with C&K Careers, working towards the Quality in Careers Standard is also helping us to constantly monitor and review our provision. Finally, our CEIIAG Policy is updated on a yearly basis. Further details can be found in our CEIIAG Policy on the policy page: CEIIAG Policy 

The Programme

Key Stage 3

  • The ‘Pathways’ programme for Year 8 is designed to support them in their GCSE choices.
  • The pastoral curriculum in Year 7-9 covers economic wellbeing, active citizenship and develops enterprise and entrepreneurship. A particular example of this is through mini-enterprise in Year 8.

Key Stage 4

  • One-to-one careers discussions with the school Careers Advisor in Year 10 informs individual Careers Plans that each student, their tutor and their Head of Year may use.
  • A number of students every year will take part in the Duke of Edinburgh Award.
  • Extra-curricular clubs and trips support students in developing their understanding of a range of subjects. Students are giving advice and guidance about what to participate in e.g. the National Citizenship Service ‘The Challenge’.
  • Students in Year 10 undertake Work Experience. This involves work experience preparation and Health and Safety workshops.
  • The options programme for Year 11 supports their post-16 choices.
  • The pastoral curriculum in Year 10-11 covers economic wellbeing, active citizenship and charity fundraising.

Key Stage 5

There is a range of support for university applicants through:

  • A Higher Education lesson, as part of the curriculum.
  • Year 12 and 13 students are encouraged to visit university open days, masterclasses, taster courses and summer schools at a variety of universities, to develop their application profile.
  • The Extended Project Qualification (EPQ) helps develop invaluable research and independent learning skills which are central to higher education.
  • Year 12 students participate in the ‘Progression Module’ preparing them for further education
  • There is a dedicated team to support students with the UCAS process. Each student will have support tailored to their application from a subject advisor, their form tutor and the Sixth Form team.
  • Interview preparation, practice and workshops are offered by the Sixth Form Team and Careers Team
  • There is preparation for and support with aptitude and pre-admissions test.
  • The pastoral curriculum for Years 12-13 includes lessons on life at university, including on finances.
  • Charity fundraising and enterprise activities are encouraged that develop students entrepreneurial skills.
  • Sixth Form students are encouraged to undertake volunteering and work experience to support their university applications. A range of opportunities are advertised throughout the academic year, as appropriate to specific students.
  • A number of students every year will take part in the Duke of Edinburgh Award. At Sixth Form, this will usually mean Gold or Silver.

For those not going to university, we have a tailored package of support to ensure that you are able to be competitive in the labour and apprenticeship market. The package for each individual will depend upon personalised need and will be bespoke. Our careers team will work with you during one-to-one appointments to ensure that you have the right guidance and are able to make strong applications. Furthermore, we ensure that young people are able to make informed choices on their future careers across all year groups. In addition to this, we are able to offer the following support for those who do not chose a university path:

  • Students across the school will have the opportunity to attend the Careers and Higher Education Fair, which will include providers from across the local area and ‘live’ opportunities available to them
  • In the past year, there have been several assemblies from external providers with regards to the current apprenticeships on offer: most recent examples of this are assemblies to improve our students’ understanding of degree-level apprenticeships; support from Wakefield careers service on ‘live’ apprenticeships; and assemblies from national business and finance companies such as KPMG
  • We ensure that our students are well-guided in the up-to-date Local Market Information to encourage our young people to stay within the many opportunities within the Leeds City Region
  • In KS3 and 4, we have strong links with local providers such as Wakefield College. We help to arrange visits for students considering an application and discuss their individual needs
  • We work with Prospects to provide independent advice and guidance to our young people, to maximise their applications to apprenticeship and vocational provider
  • Our teachers refer to the local labour markets and link their subject to their curriculum at various points in the year. This has been mapped across the subjects to enable the school to improve its provision under the Gatsby benchmarks.


Responding to initial Disclosures

It is important to stay calm and keep the environment you are in as relaxed as possible, this will help to support the young person. Remember, issues around sexting are a safeguarding issue, and you should therefore ensure you follow your setting’s safeguarding policies and processes.

If you are not a DSL, you should refrain from asking for further information about the imagery.

Remember not to use language that implies blame or judgment. Recognise the courage it has taken to speak up and reassure them that they have done the right thing by raising their concern. Let them know that you will need to pass on this information to the DSL and be clear that this is so that you can provide the best possible support for them.

You can find out more about how to handle a sexting incident with our downloadable guidance.

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Responding to a Sexting Incident as a non-DSL

The 2020 guidance from the UK Council for Internet Safety (UKCIS) shares the following guidance on how to respond to an incident involving sexting.

  1. Report it to your Designated Safeguarding Lead (DSL) or equivalent immediately, your setting’s child protection policy should be followed, and the young person should be reassured about the reporting process and support available from DSLs.
  2. It is illegal to view, share, save, or request that the young person share or download the imagery. If you do see the imagery by accident, you should report this to the DSL and seek support.
  3. Do not interfere with the imagery by deleting it or asking the young person to delete it.
  4. Do not request further information regarding the imagery from the young person.
  5. Do not share information about the incident to other members of staff, any young people involved, or parents and carers.

For further information, read the UKCIS guidance overview here.

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Responding to a Sexting Incident as a DSL

Every instance of sexting is different, and there are many factors to consider when responding to a sexting incident, including aggravating factors such as:

  • Adult Involvement
  • Intent to Harm: Instances of abuse, blackmail, and coercion.
  • Reckless Misuse: Images sent without consent or without thought, but without intent to cause harm.

To find out the full guidance on how to address and assess a sexting incident with consideration of any aggravating or experimental factors, DSLs should read 1.6 ‘Understanding motivations and behaviour' of the UKCIS Guidance.

As a DSL, it is important to gather as much information as possible, including:

  1. Information on whether the incident involves images, videos, or messages.
  2. Who is featured in the content.
  3. Who sent the content.
  4. If any adults are involved
  5. Where the content is located.

It is essential to record all decisions and steps taken during a sexting incident. Any documentation should explain why certain actions were or were not taken. Examples of this include explaining why it was not necessary to report an instance of sexting to the police, and why it can be handled internally. Remember, your approach should be child-centric and all decisions need to be justifiable and taken in the best interests of the child.

Once a sexting incident has been addressed, it is essential that your organisation reviews the case to see where procedures and responses can be improved or learned from. In line with your setting’s safeguarding policies and practices, you should ensure the child is provided with appropriate post-incident support as required.

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Reporting to the Police and/or Local Authorities

There are occasions where sexting incidents do not need to involve the police, such as when an incident is ‘experimental’ rather than ‘aggravated.’ An experimental incident involves the sharing of nudes or semi-nudes without adult involvement and with no apparent intent to harm or reckless misuse.

Aggravated or abusive incidents of sexting should always be reported to the police through the Multi-Agency Safeguarding Hub (MASH).

Once an incident has been reported to the police, they will be able to ensure a thorough investigation through the collection of all evidence. Any incident reported to the police will be recorded as an incident on their crime systems.

If a device needs to be passed on to the police, the involved devices should be disconnected from Wi-Fi and data and turned off immediately. The device should be locked in a secure place until the police are able to collect it.

To find out more information about the reporting process, you should read 1.9 ‘The Police Response’ of the UKCIS Guidance.

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Informing Parents

Generally, when incidents are disclosed, it is best to tell the parents or guardians of any young person involved. Exceptions can include when there is a risk or harm to the child by doing this, or if the young person expresses that this could cause a genuine problem.

Whether to tell the guardians or not is ultimately up to the DSL's discretion, however, they should always ensure to record and justify their decision within the establishment incident logs.

If the parents are informed, it is usually best to support the young person and involve them in deciding how to approach the conversation, by finding out what would make it easier for them (e.g. being present at the time or not).

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Reporting CSAM

Any incident that includes CSAM content online should be reported to the Internet Watch Foundation (IWF), who can identify and remove any content that includes child sexual abuse imagery.

You can also encourage children under the age of 18 to use Report Remove to help get an image or video of themselves taken down online. Report Remove is provided by IWF and Childline, and keeps the young person informed at each stage of their report, whilst providing further support when necessary.

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