At Impington Village College, we are proud of the achievements of all our students.
Our community is fully inclusive and, regardless of student’s starting points, we will ensure that they are guided to achieve the best possible grades. Our published outcomes include all students, from those who achieve a string of high GCSE grades, to students who have followed entry level courses alongside one or two GCSEs.
In the last four years, students’ GCSE results have consistently placed the College in the top 5% of non-selective schools nationally. Our 2020 Progress 8 score was +0.9, meaning that for the last four years our students have achieved, on average, almost half a grade above national expectations in every one of their subjects.
Careers
We are passionate about offering our students a pathway to a world of opportunities and are able to offer them advice and guidance about taking the next steps in their life-long journey of learning. Offering work experience to our students enables us to bridge the gap between the classroom and workplace and gives them both an insight into a different working environment and into different careers.
Our location on the outskirts of the historic city of Cambridge allows our students to tap into the diverse business community around them and gain valuable experience. Through a number of timetabled events throughout the College year, we offer our students the opportunity to go out into the workplace and to grow as individuals, becoming well-rounded learners who are ready for the next stages of their life.
Kate Baker
Careers Adviser
Guidance Information
| CEIAG Focus – IVC/IIC and Unifrog | Intended Outcomes of This Provision | Rationale for Age Appropriateness | Gatsby Benchmark | Development of IB Learner Profile Traits |
|---|---|---|---|---|
| Complete the Interests quiz |
| Early engagement in understanding personal interests and strengths sets a foundation for exploring career options. | 2, 4 | Inquirer: By exploring their interests, students develop curiosity and a sense of inquiry about their future career paths. Reflective: Students reflect on their interests and how they align with potential career options. |
| Favourite a profile on the Careers library |
| Introducing students to career profiles helps them understand different roles and industries, aligning with their early career exploration needs. | 2, 4 | Knowledgeable: Engaging with diverse career profiles enhances students’ knowledge of different roles and sectors. Open-minded: Exposure to various careers fosters an open-minded approach to future possibilities. |
| Start to record your Activities |
| Documenting extracurricular activities helps students see the value of diverse experiences and how they contribute to their career development from an early stage. | 2, 4 | Balanced: Recognising the importance of balancing academics with extracurricular activities supports students in developing a well-rounded profile. Reflective: Students reflect on their activities and their impact on personal growth. |
| Favourite a guide on the Know-how library |
| Early access to practical guides aids in skill development and emphasises the importance of acquiring diverse skills relevant for future career planning. | 2, 4 | Inquirer: Using practical guides to develop skills enhances students’ curiosity and willingness to learn new things. Principled: Students develop a sense of responsibility towards their skill development and future career planning. |
| Form the Future careers carousel |
| Interactive experiences with employers at this stage broaden students’ understanding of potential career paths, enhancing their early career awareness. | 2, 4, 5 | Communicator: Engaging with career professionals develops students’ communication skills and confidence in discussing career options. Open-minded: Interaction with diverse professionals fosters openness to various career opportunities. |
| CEIAG Focus – IVC/IIC and Unifrog | Intended Outcomes of This Provision | Rationale for Age Appropriateness | Gatsby Benchmark | Development of IB Learner Profile Traits |
|---|---|---|---|---|
| Add something to your Locker |
| Organising career resources helps students develop important organisational skills and prepares them for future career planning. | 2, 4 | Organized: Developing organisational skills supports students in managing their career-related resources effectively. Reflective: Reflecting on how to organise resources contributes to their understanding of career planning. |
| Enterprise Day |
| Practical business activities foster entrepreneurial skills and provide an understanding of business operations, crucial for early career development. | 5 | Risk-taker: Participating in business activities encourages students to take initiative and embrace new challenges. Thinker: Engaging in problem-solving during enterprise activities enhances critical thinking and decision-making skills. |
| CEIAG Focus – IVC/IIC and Unifrog | Intended Outcomes of This Provision | Rationale for Age Appropriateness | Gatsby Benchmark | Development of IB Learner Profile Traits |
|---|---|---|---|---|
| Favourite a profile on the Subjects library |
| Understanding how subjects relate to career opportunities helps students make informed decisions about their academic choices in relation to their future career goals. | 2, 4 | Knowledgeable: Exploring how subjects align with careers enhances students’ understanding of the relevance of their academic choices. Reflective: Reflecting on subject choices and their career implications promotes thoughtful decision-making. |
| Progressions (1:1 and workshops) |
| Personalised career advice and workshops provide targeted support to help students explore various career paths and educational options, tailored to their individual needs. | 1, 3, 8 | Communicator: Engaging in one-on-one guidance and workshops develops students’ ability to communicate their career goals and seek advice. Open-minded: Exploring different career paths with guidance fosters an open-minded approach to future possibilities. |
| CEIAG Focus – IVC/IIC and Unifrog | Intended Outcomes of This Provision | Rationale for Age Appropriateness | Gatsby Benchmark | Development of IB Learner Profile Traits |
|---|---|---|---|---|
| Complete the Personality Quiz |
| Understanding personality traits helps students identify suitable career paths, supporting their personal and professional growth. | 2, 3, 4 | Reflective: Reflecting on their personality traits helps students understand how these traits align with potential careers. Inquirer: Seeking out career paths that fit their personality traits fosters curiosity and personal growth. |
| Complete the Skills quiz |
| Assessing and identifying skill gaps supports students in targeting areas for development, which is crucial for their future career planning. | 2, 4 | Thinker: Identifying skill gaps encourages students to think critically about their personal development needs. Reflective: Reflecting on their skills and development areas helps students plan effectively for their career goals. |
| Record at least 3 Activities |
| Recording activities helps students reflect on their experiences and recognise their importance in enhancing career prospects. | 2, 4 | Balanced: Recording diverse activities supports students in creating a balanced profile of skills and experiences. Reflective: Reflecting on the significance of their activities aids in understanding their impact on future career prospects. |
| Finish recording examples for at least 5 of the key Skills |
| Documenting skill examples helps students build a strong case for their abilities, which is essential for future career applications and opportunities. | 2, 4 | Thinker: Providing concrete examples of skills encourages students to critically evaluate and articulate their strengths. Communicator: Demonstrating skills effectively enhances students’ ability to communicate their competencies in applications. |
| Get teachers to add at least 3 types of Interaction for you |
| Receiving diverse feedback from teachers provides a comprehensive view of students’ strengths and areas for improvement, which is vital for their career development. | 3, 8 | Communicator: Engaging with teachers for feedback enhances students’ ability to communicate their needs and progress. Reflective: Reflecting on diverse feedback supports students in understanding and improving their career development. |
| Mock Interviews | ||||
| Work Experience | 6 |
| CEIAG Focus – IVC/IIC and Unifrog | Intended Outcomes of This Provision | Rationale for Age Appropriateness | Gatsby Benchmark | Development of IB Learner Profile Traits |
|---|---|---|---|---|
| Complete a Shortlist for UK Uni, Apprenticeships or College / Sixth form |
| Creating and assessing a shortlist of options helps students focus their post-school plans and align them with their career goals. | 1, 3, 5 | Organized: Developing and managing a shortlist supports organisational skills for planning future educational and career paths. Reflective: Evaluating the suitability of options encourages thoughtful consideration of career goals. |
| Complete the Work environments quiz |
| Understanding preferences for work environments helps students make informed decisions about their future work settings, improving career satisfaction. | 2, 3, 5 | Reflective: Assessing preferences for work environments encourages students to reflect on how these preferences align with their career satisfaction. Inquirer: Understanding how different environments impact career satisfaction fosters a deeper inquiry into career choices. |
| Favourite a recommendation in the Read, Watch, Listen tool |
| Exploring recommended resources supports students in gaining additional knowledge and insights relevant to their career and educational development. | 2, 3, 7 | Knowledgeable: Engaging with recommended materials enhances students’ knowledge and understanding of career and educational options. Inquirer: Seeking out additional resources fosters a continued inquiry into relevant career and educational topics. |
| Complete the skills and education sections of your CV |
| Documenting skills and education in a CV prepares students for future applications and enhances their readiness for further education or employment. | 1, 3, 7 | Communicator: Compiling and documenting achievements improves students’ ability to communicate their skills and experiences effectively. Organized: Creating a comprehensive CV helps students develop organisational skills crucial for future applications. |
| Progressions (1:1 and workshops) |
| Personalised career advice and workshops provide targeted support to help students explore various career paths and educational options, tailored to their individual needs. | 1, 3, 8 | Communicator: Engaging in one-on-one guidance and workshops develops students’ ability to communicate their career goals and seek advice. Open-minded: Exploring different career paths with guidance fosters an open-minded approach to future possibilities. |
| CEIAG Focus – IVC/IIC and Unifrog | Intended Outcomes of This Provision | Rationale for Age Appropriateness | Gatsby Benchmark | Development of IB Learner Profile Traits |
|---|---|---|---|---|
| Complete a post-school Shortlist (UK Unis, UK Apprenticeships etc) |
| Refining the post-school shortlist helps students narrow down their options and evaluate their choices against career goals, aiding in focused planning. | 1, 3, 5 | Organized: Refining and managing a shortlist of options supports students in developing organisational skills for future planning. Reflective: Evaluating the suitability of their choices fosters a reflective approach to career planning. |
| Start your Personal Statement |
| Starting the Personal Statement allows students to articulate their aspirations and motivations, which is crucial for future applications and career planning. | 1, 3, 8 | Communicator: Drafting a Personal Statement helps students articulate their goals and motivations effectively. Reflective: Reflecting on their goals and motivations supports a clear and thoughtful Personal Statement. |
| Complete a second post-school Shortlist |
| Finalising a second shortlist helps students solidify their choices and evaluate their fit with career goals, ensuring a focused and effective application process. | 1, 3, 5 | Organized: Finalising the shortlist requires careful organisation and decision-making skills. Reflective: Reflecting on the suitability of choices supports a thorough approach to career planning. |
| Reach the min character count for your Personal Statement |
| Meeting the character count ensures that the Personal Statement is comprehensive and meets submission requirements, crucial for applications. | 1, 3, 8 | Communicator: Meeting character count requirements improves students’ ability to express themselves concisely and effectively. Organized: Ensuring the Personal Statement meets requirements supports organisational skills for application processes. |
| Write notes for the teachers giving you a Reference or Recommendation |
| Providing notes for references helps ensure that the references accurately reflect the students’ achievements and strengths, which is important for applications. | 1, 3, 7 | Communicator: Writing notes for references develops students’ ability to communicate their achievements and needs effectively. Organized: Providing clear notes supports organisational skills in managing application processes. |
| Get one of your Subject Reference Writers to start one of your References |
| Initiating references ensures that the process starts on time, which is crucial for completing applications before deadlines. | 1, 3, 7 | Organized: Starting the process of obtaining references supports students’ ability to manage application timelines effectively. Communicator: Ensuring timely completion of references requires effective communication with teachers. |
| Get the relevant teacher to start your Overall Reference |
| Obtaining a comprehensive reference ensures that all necessary components of the application are addressed, preparing students for the final stages of their applications. | 1, 3, 7 | Organized: Managing the process of obtaining a comprehensive reference supports organisational skills for completing applications. Communicator: Effective communication with teachers ensures that all aspects of the reference are addressed. |
| Progressions (1:1 and workshops) |
| Personalised career advice and workshops provide targeted support to help students explore various career paths and educational options, tailored to their individual needs. | 1, 3, 8 | Communicator: Engaging in one-on-one guidance and workshops develops students’ ability to communicate their career goals and seek advice. Open-minded: Exploring different career paths with guidance fosters an open-minded approach to future possibilities. |
| Work Experience | 6 |
| CEIAG Focus – IVC/IIC and Unifrog | Intended Outcomes of This Provision | Rationale for Age Appropriateness | Gatsby Benchmark | Development of IB Learner Profile Traits |
|---|---|---|---|---|
| Get a teacher to mark your Personal Statement as ‘Finished’ |
| Finalising the Personal Statement ensures that applications are ready for submission and meet all necessary criteria. | 1, 3, 4 | Communicator: Ensuring the Personal Statement is finished improves students’ ability to communicate their goals and qualifications effectively. Reflective: Reflecting on the final version of their Personal Statement supports thorough and thoughtful application preparation. |
| Finalise your 5 UK university Definite Applications (in your Applications List) |
| Finalising applications and understanding the status prepares students for the final stages of the university application process. | 1, 3, 4 | Organized: Completing and organising applications helps students develop organisational skills crucial for the application process. Reflective: Reflecting on application status and next steps fosters a thorough approach to finalising applications. |
| Get all of your Subject References marked as ‘Finished’ |
| Ensuring that all references are completed and marked as ‘finished’ finalises the application package for university admissions. | 1, 3, 7 | Organized: Ensuring all references are completed supports organisational skills in managing application packages. Reflective: Reflecting on the completion of references helps ensure a thorough application process. |
| Get the relevant teacher to mark your Overall Reference as ‘Finished’ |
| Finalising the overall reference ensures that all components of the application package are completed and ready for submission. | 1, 3, 7 | Organized: Finalising the overall reference develops organisational skills necessary for completing applications. Communicator: Ensuring that the overall reference is completed requires effective communication with teachers. |
| Progressions (1:1 and workshops) |
| Personalised career advice and workshops provide targeted support to help students explore various career paths and educational options, tailored to their individual needs. | 1, 3, 8 | Communicator: Engaging in one-on-one guidance and workshops develops students’ ability to communicate their career goals and seek advice. Open-minded: Exploring different career paths with guidance fosters an open-minded approach to future possibilities. |
Impact Statement: September 2023 – September 2024
2nd September 2024
Summary
Sept 2023 to Sept 2024 has been my first full year as Careers Adviser at IVC/IIC and I have worked with the main school (yrs. 7 -11) and sixth form (yrs. 12,13) on both group and individual basis.
It has proved to be an extremely busy year with events, group sessions, individual sessions and employers/colleges visiting.
In brief we have delivered the following provision:
| Careers Related Events in school | 11 |
| Employers visiting school | 85 |
| Careers Group Sessions | 36 |
| Individual Careers Meetings | 456 |
| Parents info sessions | 2 |
| Work Experience Placements | 122 |
Impact of careers work
‘Gatsby provision 5 : encounters with employers and employees’
Mock Interview days for both year 10 and 12 took place in the early part of the year. Students were prepared via assembly for interviews using the STAR technique before the event but were unaware of the exact questions.
Student proved very nervous before the event but came out ‘buzzing’ from the interaction and questions asked.
Overall rating was 4.52 (out of 5)
Statement 1: I have a better idea of what I would need to do to prepare for an interview
There were some great comments too:
- ‘I completely felt confident towards the end of the interview. And I feel that this interview gave an insight towards formal interviews. And overall, I enjoyed the interview’
- ‘I found this very helpful with communication skills and confidence. It also helped me to understand what to expect from a future interview’
- ‘I enjoyed the feedback and all the advice and information I got for future interviews. The interview was great and the interviewer was very kind’
- ‘Very friendly and he helped analyse it throughout. Thank you!’
Apprenticeship Fair
Gatsby provision 5,7 ‘Encounters with employers and further education colleges’
In January 2024 Impington hosted the Regional Apprenticeship Fair with over 40 exhibitors, seminars, and apprenticeship opportunities available to students.
With over 1,000 students through the doors the event was a huge success and allowed our students to interact with a wide range of businesses.
Year 9 Group Meetings
This year we introduced Careers Guidance meetings for year 9 in a group sessions. These were designed to help students with GCSE choices and to ascertain how this may impact career choices.
36 Group sessions were held, with all 241 students being seen. Students were also given an introduction to Unifrog and completed an on line profile.
Careers Carousel and What’s my line
Gatsby benchmark 5 ‘encounters with employers and employees’
These events for year 8 and 9 allowed students to hear a wide range of speakers from industry and commerce. Speakers included an architect, the prison service and a cartoon artist.
121 Careers Meetings
Gatsby provision 3,8 ‘Personal guidance/addressing the needs of each student’
I am pleased to report that all students in year 11, 12 and 13 were offered a personal careers meeting during 23/24.
The students benefitted forma the chance to understand their personal attributes and discuss their choice for post 16/18 education on an individual basis.
Work Experience Week
Gatsby Provision 6,5 ‘Experience of workplaces/encounters with employers and employees’
Year 10 and Year 12 students undertook a week of work experience in the local and international community. Placements ranged from working as a plumber to the hi-tech world of the Cambridge Technology sector.
Feedback from the employers about the conduct and ability of our students was overwhelmingly positive, with many offering to take placement next year.
