Skip to content ↓

Ifield School

Careers Advice and Guidance 


Key Personnel Contact details


Executive Headteacher:                   

Mrs Abigail Birch

Head of School:                     

Miss Madeleine Jones

Head of Sixth Form:              

Miss Denise Moore

Careers Lead:                                     

Mr Joe White

Key Stage 2 Teaching and Learning Lead:

Mrs Susan Shears

Key Stage 3 Teaching and Learning Lead:

Miss Lauren Hall

Key Stage 4 Teaching and Learning Lead:

Mrs Sam Hargood

Chair of Governors:                          

Mr Andrew Sparks

Governor with responsibility for Careers:

Mrs Sue Dunn

School Postal Address:         



Ifield School

Cedar Avenue



DA12 5JT

School telephone number:  

01474 365485

School e-mail address:  


Section 42A of the Education Act 1997 requires governing bodies to ensure that all registered pupils at the school are provided with independent careers guidance from year 8 to year 13.

The named teacher for careers is responsible for co-ordinating the careers programme at Ifield School.  The Head of Sixth Form is responsible for co-ordinating the careers programme at Ifield Sixth Form and LINK19 College.  The co-ordinator works closely with the schools allocated CEIAG personal adviser who provides specialist careers guidance.  All teaching staff (years 7 to 14) contribute to the delivery of the careers programme according to the schemes of work for key stage 3, key stage 4, sixth form and LINK19 College.  This programme is also delivered through a range of cross curricular and vocational subjects including PSHE, citizenship, life skills, functional skills and other accredited programmes such as OCR and ASDAN accredited programmes.

The Cedar Federation will ensure that careers guidance for students is differentiated and based on a high aspirations and personalised approach.  Every student, whatever their level or type of need will be supported to achieve the best outcomes.

CEIAG will support secondary, sixth form and LINK19 College students and learners.

Advice will be:

  • Impartial – showing no favouritism towards a particular institution, education or work option
  • Accurate and relevant
  • Based on the student’s own aspirations, abilities and needs.
  • Managed by trained people
  • Easily accessible
  • Non-stereotypical
  • Inclusive of information on the range of education or training options, including apprenticeships and technical education routes
  • Promote the best interests of the students to whom advice is given.
  • Linked to the availability of the full range of relevant education, training and employment opportunities, such as traineeships and apprenticeships, supported internships or routes into higher education.
  • Well informed about ways in which adults who have SEN or disabilities can be supported in the workplace (e.g. job coaching, supported employment, reasonable adjustments, Access to Work advice).
  • Focussed on the student’s career aspirations, and the post-16 options which are most likely to give the young person a pathway into employment, or higher education and will not simply focus on meeting their immediate needs.

The Cedar Federation will ensure that there is an opportunity for a range of education and training providers to access all students in year 8 to year 13 for the purpose of informing them about approved technical education qualifications or apprenticeships. 

The Cedar Federation will use the Gatsby Benchmarks to develop and improve the careers provision. 

Careers guidance at Ifield School is designed to connect learning to the future and motivate young people by allowing them to develop a clearer idea of the routes to jobs and careers that they might find engaging and rewarding.  Ifield School recognise that good careers guidance widens pupils’ horizons, challenges stereotypes and raises aspirations and provides pupils with the knowledge and skills necessary to make successful transitions to the next stage of their life. 

At Ifield School, the careers programme is designed so that students can expect:

Key Stage 1 / Key Stage 2

  • That employment is mentioned in all person centred reviews
  • Where possible students to have ‘job roles’ in class

Key Stage 3 / Key Stage 4

  • To be encouraged to identify personal traits, strengths and skills and develop confidence and have high expectations of themselves.
  • To begin building vocational profiles
  • To be introduced to careers resources and informed how to use them
  • To build on personal strengths and begin to link skills to specific careers enabling realistic informed decisions at transition stages
  • To be introduced to the world of work and how it constantly changes
  • To be introduced to software and websites
  • To be encouraged to think about what they might like to achieve after school
  • To explore post-16 pathways
  • To be encouraged to use careers resources available and informed where to find out more about specific careers

Key Stage 5

  • To be encouraged to reassess personal strengths with a focus on transferable skills
  • To be encouraged to investigate different jobs and careers and what they mean in terms of lifestyle, budgeting and a good work life balance and develop economic awareness
  • To be encouraged to challenge stereotypes within the world of work and traditional job roles
  • To be provided with a wide range of opportunities to engage with a range of local business, FE and training providers
  • To further develop economic awareness and be encouraged to think about employability, which careers appeal to them and to identify and set themselves realistic future goals
  • To complete work experience
  • To develop interview techniques and complete mock interviews with local employers
  • To be supported with post 19 choices and encouraged to consider all their options including further study and apprenticeships
  • To be encouraged to think about the kind of behaviour potential employers look for
  • To be encouraged to attend careers talks, fairs, college open days and taster days with employees

Ifield school uses a range of techniques to measure and assess the impact of the careers programme on pupils.  These include lesson observations, learning walks, work experience reports and the annual review of EHCP outcomes.

Assessment within the area of careers and work related learning is usually in the form of student self-assessment supported by discussion with teachers and support staff.  Each student will develop a portfolio of work to illustrate their individual achievements and learning journey. 

The outcome of careers and work related learning study programmes will form a part of the students EHCP from which the careers advisor working with the student will use the outcome and aspirations detailed in the EHCP to focus their discussion with the student. 

If you require further information about careers advice and guidance available at Ifield School, please contact Mr Joe White, Assistant Headteacher and Ifield School careers lead.

  • Ofsted Outstanding
  • Ofsted Outstanding 2012/2013
  • Ofsted Outstanding 2010/2011
  • The Cedar Federation
  • SEN Specialist Schools
  • Sport England
  • Healthy Schools
  • International School Award
  • Thames Teaching Alliance
  • Kent County Council
  • Ifield Smile
  • iNet
  • Financial Management Standard in Schools
  • Olympic & Paralympic Values
  • RFS