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Information, advice and guidance policy

Adopted: February 2016


Cromer Academy aims to help all students fulfil their potential and experience success through an educational environment that responds to individual need and stimulates and challenges each and every student. The DfE guidance from March 2015 states every child should leave school prepared for life in modern Britain. High-quality, independent careers guidance will ensure students emerge ready for the world of work and well-informed when making subject and career decisions.


The process of informing, advising and guiding students is accorded a high priority and is seen as crucial in preparing students to make decisions regarding the opportunities and challenges of adult and working life.

Key points from statutory guidance

The statutory guidance by the DfE in March 2015, relates to the ‘Inspiration Vision Statement’ September 2013, which states that schools now have the duty of responsibility to provide IAG for all students. Points made in the statutory guidance:

  • All students from Year 8 to Year 11 must be provided with access to independent careers guidance. The guidance must be presented in an impartial manner, including information from the range of education and training options (apprenticeships and other vocational pathways) and provided with the students' best interests when guidance is considered.
  • Schools should have a strategy for the careers guidance and the strategy should be embedded within a clear framework, reflect the school’s ethos and meet the needs of all students.
  • Schools must ensure students can benefit from direct, motivating and exciting experiences of the world of work, helping them to make informed decisions about future education and training options. Schools must ensure this is done in collaboration with local employers and other education training providers like colleges, universities and apprenticeship providers. A range of activities are to be provided that inspire young people, these could include employer talks, careers fairs, motivational speakers, college and university visits, mentors and coaches.
  • Strong links should be built with employers who can boost students’ attitudes and employability skills.
  • Schools should ensure students are exposed to a diverse selection of professionals from varying occupations which require STEM subjects. Girls should be targeted to help raise awareness of opportunities in these sectors.
  • Opportunity to develop entrepreneurial skills for self-employment should be offered by schools. Students should understand the potential barriers to build and develop their own jobs.
  • Face-to-face advice and guidance should be provided to help build confidence and motivation. A careers service personal advisor can support students as one element of a varied careers programme.
  • High-attaining students need to be supported to make an informed choice about whether to aim for university, including the very best universities and courses, or an apprenticeship as a route into employment and higher education. Students from all backgrounds should be encouraged to consider these routes and barriers broken down.
  • Schools should ensure that all students are aware of out-of-school opportunities that could help them with career aspirations, such as the National Citizen Service and other voluntary and community activities.
  • Schools should work with the local authority to identify vulnerable young people, including those with special education needs and those at risk of not participating post-16 and the services that are available to support them.
  • Schools should provide students with information about financial support that is available post-16. This may help them stay within education.


For the purposes of this policy the term information, advice and guidance (IAG) is used as an umbrella to denote a range of guidance activities and processes. The following definitions have been used:


Information is data on opportunities conveyed through different media, both mediated and unmediated including face-to-face contact (individual, group, class etc), written/printed matter, telephone help lines, ICT software, websites etc.


This involves:

  • Helping a student understand and interpret information.
  • Providing information and answers to questions and clarifying misunderstandings.
  • Understanding their circumstances, abilities and targets.
  • Advising on options or how to follow a given course of action.
  • Identifying needs – signposting and referring students who may need more in-depth guidance and support.
  • Advisory work is usually provided on a one-to-one basis but may also be in groups.


Guidance aims to support students to:

  • Better understand themselves and their needs.
  • Confront barriers to understanding, learning and progression.
  • Resolve issues and conflicts.
  • Develop new perspectives and solutions to problems.
  • Be able to better manage their lives and achieve their potential.
  • Guidance may also involve advocacy on behalf of some students and referral for specialist guidance and support. This involves more in-depth one-to-one work conducted by guidance-trained staff. Guidance usually involves the exploration of student’s circumstances – their ideas, values, needs and beliefs in relation to opportunities or issues that are confronting or confusing them.

Student needs

Cromer Academy's IAG programme is designed to meet the needs of all students. The programme is designed to support, plan and develop students in every year group and ensure that all students progress and are able to access impartial advice. The IAG programme plays a key role in reducing the number of school leavers who are NEET.


Students are entitled to:

  • Investigate learning and career opportunities.
  • Make informed judgements about learning and career options.
  • Understand how these choices will help achieve their aspirations.
  • Receive support to successfully manage key transition points.
  • Gain an understanding of the world of work and enterprise.

Students, parents/carers and others will be made aware of this entitlement through parents’ handbook, letters home and the school website.


Careers education and guidance is managed by the wellbeing assistant principal. They are responsible to the Principal. The wellbeing AP liaises closely with the careers service personal advisor. To ensure the statutory guidance is being met, the wellbeing AP monitors and manages the activities offered to all students.


  • All teaching staff are expected to contribute to the IAG programme through their roles as tutors and subject teachers. Other non-teaching staff such as teaching assistants, learning mentors and the librarian will also contribute to the programme.
  • The IAG programme is planned, monitored and evaluated by the wellbeing AP in consultation with the careers service personal advisor.
  • Across the curriculum, all teachers and form tutors will deliver careers education, in planned lessons and drop-down days led by external providers. The careers service personal advisor will provide specialist careers guidance to all students and targeted individuals. This guidance will take place as individual interviews and/or small group work. Careers information is available in an identified area within the library.


The IAG programme includes careers guidance activities and work related learning and enterprise activities, including one week of work experience for all students in Year 10. The Academy liaises with FE and HE providers and students participate in a number of widening participation activities.

Staff development

Staff training needs will be identified in the staff development plan and activities will be planned to meet them.


Confidentiality means that when one person receives personal or sensitive information from another person they do not pass this information on to anyone else without the consent of the person they have received it from. It is very important to be clear about confidentiality when working with young people, particularly on health issues. The school ensures that its staff and volunteers are all aware of this element of the school’s safeguarding code of conduct.


  • The school has identified a room that is used for confidential guidance and counselling interviews.
  • The school has developed an IAG Centre for students to use at break, lunch and after school.

Monitoring, review and evaluation

Delivery of the careers programme is monitored as part of the whole-school monitoring process. The partnership agreement with the careers service is reviewed termly. The IAG programme is reviewed annually by the wellbeing AP and the careers service personal advisor.