The Careers, Employability and Enterprise Education curriculum at Stone Hill School is aligned with the eight Gatsby Benchmarks – a framework of excellence, based on national and international research defining all the elements of very best practice. (SEND Gatsby Benchmarks tools kit)

As a school, we understand the importance of providing all our pupils with the skills and knowledge required to make effective decisions; especially in relation to future education, training and employment options. At Stone Hill School, we have high aspirations for all our pupils. We believe that a well-structured and highly effective programme of Careers and Education Guidance (CEG) will play a key role in how we prepare our young people for a safe, independent life.

Stone Hill School has both a dedicated Careers Lead and an Enterprise Lead who are the key points of contact for all partners contributing to the Careers, Employability and Enterprise programme.  By working in partnership with external agencies and employers we will provide workplace experiences, accurate and targeted careers information, advice and guidance tailored to individual needs to enable our young people to make informed choices about their future career routes.  We work closely with Doncaster Careers Hub to continually strengthen our CEG and keep up to date with careers, employability and enterprise opportunities for our pupils.

Careers, Employability and Enterprise Education Team  
Sam Ludlam  Careers Leadsludlam@stonehillsch.co.uk
Rebecca Lea    Enterprise Leadrlea@stonehillsch.co.uk
 Governor for Careers, Employability and Enterprise 
Laura ChambersAssistant Head – Employer Support  lchambers@stonehillsch.co.uk
Andrew ThompsonWork Experience Lead  athompson@stonehillsch.co.uk

Our key aim is for pupils to develop a real understanding, of careers and work-related information that develops their sense of enquiry not only about careers and further education but also an awareness of how the skills developed in school are applicable and integral ingredients in the modern workplace. The curriculum leader from each subject area works closely with the Careers, Employability and Enterprise Education team to establish links between classroom learning, employability skills, and future career planning from Year 1 and throughout school.

Action Plan – Please click here for more information.

Careers, Employability and Enterprise Curriculum

Please click here for KS1 & KS2
Please click here for KS3
Please click here for KS4

At key transition reviews in Years 9 and 11, pupils meet with Carol Carr (Transition Support Advisor). Interest and aspirations and pathways for continuing education and employment are discussed.   This provides an opportunity to receive effective guidance for transition into further education, training and employment.

Our overarching aims are to work with external agencies, employers and parents/carers in order to:

  • Contribute to strategies for raising achievement, especially by increasing motivation.
  • Provide emphasis on the relevance of numeracy and literacy as fundamental components of everyday employment in the 21st Century.
  • Encourage pupils to become reflective learners who are self-aware of their strengths, skills and attributes and how these link to career and life planning.
  • Support inclusion, challenge stereotyping and promote equality of opportunity.
  • Encourage participation in continued learning, including higher education.
  • Develop enterprise and employability skills.
  • Make clear to pupils how their behaviour, attendance and learning skills are inherently linked to their careers prospects and future prosperity. 
  • The main body of the statutory guidance uses the 8 Gatsby Benchmarks with information on how to achieve each one. https://www.gatsby.org.uk/education/focus-areas/good-career-guidance



Develop an invaluable set of life and employability skills essential for a successful career.

Develop an awareness of their individual strengths, weaknesses, skills and abilities and how these link to possible careers, future education and training

Ensure that they are well briefed on careers and work related learning so they can make informed choices about their future lives.

Take responsibility for their own behaviour, attendance, punctuality and attitude to learning in order to support them. 

Parents / Carers

To be fully involved by supporting School in its development of the CEG curriculum.

CEG delivery should be supported with home-based discussions, where parents and carers actively work with students on career planning and life skill tasks. 

Where possible parents and carers can work with the school though providing local support in the form of guest speakers.

Support and assist in arranging work experience and industry visits.


Ensuring that they provide timely and purposeful conversations relating to careers and relate aspects of their lessons back to employability.

Ensure that they support the delivery of the CEG that is relevant to their own subject area’s schemes of work and promotion of meeting the Gatsby Benchmarks.

To act as role models for pupils in developing attitudes that will act as the foundation stones for motivating students to be lifelong learners.


To work with the school to offer industry visits, work experience and employer encounters.

To deliver workshops to give taster sessions of different industries.

To educate Stone Hill pupils on pathways into employment being transparent with qualifications experience requirements.

We are keen to make links with new employers who would like to work with Stone Hill School and offer industry visits, work experience and employer encounters.  We recognise that some employers may need training, support and guidance to feel confident to work effectively with a person with additional needs. We can support you every step of the way to ensure that you will be equip with the appropriate knowledge, resources and skill set.   We are happy to work with employers to upskill staff and help be disability aware

We are committed to ensuring that our careers and employability provision continues to meet the requirements of the Gatsby Benchmarks. The Compass evaluation tool, created in partnership between the Careers and Enterprise Company and the Gatsby Charitable Foundation, assists us in identifying strengths and areas for improvement. The Careers and Employability programme is updated annually.

Gatsby Benchmark 1A Stable Careers Programme
Every school and college should have an embedded programme of careers education and guidance that is known and understood by learners, parents, teachers and employers. This document presents the integrated Careers, Employability and Enterprise Education programme, which provides pupils with a progressive pathway through a range of activities and opportunities at key points in their school life, which will help pupils make better decisions about their futures. The ambition for our pupils is independent living and working, choice, hope and optimism, adaptability and resilience, access to and engagement in decent work, opportunities to learn and make progress, and the pursuit of wellbeing and happiness. This programme offers opportunities across the curriculum to develop transferable life and social skills that support careers, employability and enterprise.  The development of pupils’ self-advocacy, negotiation, decision-making and transition skills through purposeful interactions with a range of trusted and familiar adults including school staff and visitors and in partnership with parents and carers. Pupils are encouraged to be involved in the monitoring and evaluation of this programme through discussions, surveys, and written evaluation forms. Staff, parents and external partners are welcome to volunteer to participate in focus groups to help the school evaluate and improve the careers provision. Supplementary documents are available on the Careers, Employability and Enterprise Education section of the school website, including Curriculum Plans, The CEIAG Policy, Careers Calendar, Careers – Pupil Journey (an overview), Destination Data, Action Plan.  
Gatsby Benchmark 2Learning from Career and Labour Market information
Every pupil, 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 best use of the available information.Career and labour market information (LMI) includes information on career pathways and progression routes, applications and interviews, educational institutions, courses, qualifications, entry requirements and costs, skills and occupations, professional bodies, employment sectors, employers, jobs, salaries and employment trends, job programmes, training and apprenticeships, job demands and working life and financial planning.  This also includes pupil and parental awareness of ‘the local offer’. These topics are addressed through our detailed curriculum plans, which begin at Year 1 through to Year 11, and our tailored to the pupils’ needs.  At Stone Hill School we believe that we create more positive career outcomes by starting career development early and continuing throughout school and further education.  This includes facilitating family involvement and providing support for our pupils’ transitions to the workplace. In Key Stage 3 pupils are introduced to electronic LMI though JED.  Parents and carers are supported by a Transition Support Advisor at key transition reviews in Years 9 and 11. LMI is inclusive in the full curriculum offer at Stone Hill School and our dedication to life skills being taught through community experiences across Doncaster provides pupils   with further knowledge of LMI.
Gatsby Benchmark 3Addressing 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 careers programme should embed equality and diversity considerations throughout.Careers and employability education is provided for all pupils in school, from Year 1 to Year 11. From Year 1 to Year 6, the focus is to excite and motivate children about their learning by linking and embedding in the curriculum strong connections between education and the world of work.  We aim to broaden children’s horizons and raise aspiration and help children to see a clear link and purpose between their learning experiences and their future. In Year 7 pupils begin to develop themselves, focusing on three key aspects of self-development. Self-Awareness – describe what you are like, what you are good at and what you enjoy doing. Self Determination – explain how to get what you want. Self-Improvement as a Learner – identify what you are learning from careers, employability and enterprise activities and experiences. In Year 8 pupils begin to learn about careers and the world of work.  Pupils explore careers and career development by giving examples of what it means to have a career.  Pupils investigate work and working life by finding out what people like and dislike about the work they do. They begin to understand business and industry and can describe a local business, how it is run and the products and/or services it provides.  Pupils investigate jobs and Labour Market Information (LMI) by describing the main types of employment in Doncaster: past, present and emerging. Pupils begin to understand the importance of valuing equality, diversity and inclusion and begin to recognise the harm caused by stereotyping and discrimination and the importance of treating people fairly.  Pupils learn about safe working practices and environments and are aware of how to keep themselves safe and well when they are learning and playing. In Year 9 pupils begin to develop career management and employability skills. Pupils are aware of where to get impartial information and support when they need it and how to make good use of it.  They are beginning to prepare for employment by identify the key qualities and skills that employers are looking for.  Pupils show that they can use their initiative and be enterprising and that they can make considered decisions about saving, spending and giving.  Pupils are able to compare information about the secondary education pathways open to them. Pupils know how to make plans and decisions carefully. Pupils begin to learn about handling applications and selection and understand the importance of making a good impression on other people.  Pupils begin to manage changes and transitions by identifying ways of making successful transitions such as the move from KS3 to KS4. In Year 10 the focus is on preparing pupils for work experience and developing their understanding of the skills valued in the workplace.  Pupils continue to develop themselves, securing knowledge of their self-awareness and self-determination.  Pupils can describe themselves, their strengths and preferences and are able to focus on the positive aspects of their wellbeing, progress and achievements.  Pupils learn about careers and the world of work and can give different explanations of what careers are and how they can be developed.  Pupils investigate work and working life and can give examples of different kinds of work and why people’s satisfaction with their working lives can change.  Pupils can give examples of different business organisational structures. They are able to Identify their personal networks of support, including how to access and make the most of impartial face-to-face and digital careers information, advice and guidance services.  Pupils prepare for employability by recognising the qualities and skills they have demonstrated both in and out of school that will help to make them employable.  Pupils begin to recognise when they are using qualities and skills that entrepreneurs demonstrate. In Year 11 pupils consider their self-Improvement as a learner by explaining how they are benefitting from careers, employability and enterprise activities and experiences.  They investigate jobs and Labour Market Information (LMI) and understand how it can be useful.  Pupils value equality, diversity and inclusion in the workplace and can identify how to stand up to stereotyping and discrimination that is damaging to themselves and those around them. Pupils learn about safe working practices and environments and are aware of the laws relating to young people’s permitted hours and types of employment; and know how to minimise health and safety risks to themselves and those around them.  Pupils are beginning to develop their personal financial capability by showing that they can manage their own budget and contribute to household and school budgets.  Pupils identify and explore choices and options available to them Post 16 and with support are able to plan and make decisions about the qualifications, skills and experiences they need.  Pupils know how to prepare and present themselves for a selection process.  Pupils manage changes through positive, flexible attitudes and are well-prepared at transition for Post 16.
Gatsby Benchmark 4Linking 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 future career paths.Teaching staff liaise with employers and further education providers to ensure that curriculum learning is linked to the world outside of the classroom. Trips, events, educational visits, and visiting speakers provide inspiration and vision. Projects such as industry workshops, Enterprise challenges, and industry visits, which are led and supported by employers, assist with the development of transferable skills that are valued in the workplace.  All subject curriculum plans are linked to Gatsby Benchmarks and we offer STEAM across the curriculum.  Pupils from year 6 to Year 11 are given ‘Project Options’ every half term which are linked to STEAM subjects and teach pupils about the range of career paths within those subjects.  We hold regular STEAM days and further STEAM projects across KS3. Qualifications in KS4 provide further opportunities for pupils to explore career paths within STEAM subjects.
Gatsby Benchmark 5Encounters 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.Careers related talks and assemblies covering a range of sectors are offered throughout the year, providing an opportunity for pupils to gain information directly from entrepreneurs, employers and employees. A range of enrichment activities including visiting speakers, mentoring and enterprise schemes are also provided throughout the year. Post 16 and Careers opportunities evenings enable pupils and parents to access information relating to career progression routes and labour market information by meeting face to face with employers/employees, training providers, colleges, sixth form schools.  Work place visits and employer led projects such as Enterprise days, work experience and industry visits, provide pupils with an insight in to employment and the world of work.  Stone Hill School provides training and support for all employers supporting our pupils.
Gatsby Benchmark 6Experiences of Workplaces
Every student should have first-hand experiences of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities, and to expand their networks.All Year 11 pupils have an opportunity to arrange a work experience placement supported by the Work Experience Co-ordinator. Dedicated Careers and Employability sessions help pupils prepare for work experience and reflect on their experience and the transferable skills gained.  Pupils are provided with the opportunity to meet with employers and employees, to assist with career explorations. Participation in additional learning is encouraged, such as the activities provided through the Enterprise curriculum.  All work place experiences are individualised and tailored to the needs of each pupil and are progressive in line with their developmental needs. Pupils in Year 9 have further work place experiences through Sports Leaders, Duke of Edinburgh Award and through the Arts Award ‘voluntary hours’ aspects of learning.  Pupils in Year 10 gain additional work place experiences through the Princes Trust Community project, working with elderly people across Doncaster.
Gatsby Benchmark 7Encounters 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.From Year 9, all pupils attend Doncaster College. Careers Progression sessions provide information on all Post 16 learning opportunities, including apprenticeships. All pupils attend a careers fayre delivered by Doncaster Council. Some pupils will be invited to take part in college taster sessions.   Information about further education is provided by the Careers Adviser during careers guidance interviews at transition Annual Review meetings in years 9 and 11; at Options and Opportunities evenings by the colleges and Post 16 providers; and via a link on the careers section of the school webpage. Direct links to local colleges, universities, and other providers is available via the Local Offer on the Doncaster Council website.   Stone Hill School hold a Post 16 Options fayre for all year 11 pupils and parents/carers to allow an opportunity to investigate the full range of learning opportunities available beyond KS4. In year 11, with the agreement of pupils and parents/carers, pupils will experience a targeted number of Post 16 Providers who are best placed to meet the young person’s needs. This gives the young person the ability to make an informed choice of preference of Post 16 provider.
Gatsby Benchmark 8Personal Guidance
Every student should have opportunities for guidance interviews with a career 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.Pupils are encouraged to attend dedicated sessions to access support, information and advice. The Careers Adviser is available during parents’ evenings, information evenings and careers and options events. All pupils/parents/carers are welcome to arrange a careers guidance interview with the Careers Adviser for personalised support, especially at key transition points.  The Careers Adviser attends all EHCP review meetings at Years 9 and 11, following which a personalised careers guidance interview is offered to provide in depth support and guidance.  Pupils work towards Princes Trust Award – Personal Development and Employability from year 9 to Year 11.

If this curriculum offer is of interest to you, please contact our Careers or Enterprise Lead.

Sam Ludlam (Careers Lead) sludlam@stonehillsch.co.uk

Rebecca Lea (Enterprise Lead) rlea@stonehillsch.co.uk

Preparing for Employment – Development of Essential Skills

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 and thrive in life beyond school. They are skills which empower learning.

At Stone Hill School we use two frameworks to enable us to carefully plan for and interweave these essential skills across all areas of the curriculum; Learning behaviours and Skills Builder.

Learning Behaviours are tracked across Lower School.  These essential skills are categorised as; Reflective Learning, Effective Participator, Independent Enquirer, Team Worker, Resourceful Thinker and being a Self-Manager.  These are the basic skills which most decisively influence children’s progress and outcomes.  To see and overview of Learning Behaviours click here and to see how these skills are progressively planned please click here.

In Upper School, essential skills are planned for and tracked using Skills Builder.  Skills Builder define the essential skills as: Listening, Speaking, Problem Solving, Creativity, Staying Positive, Aiming High, Leadership and Teamwork. For more information about Skills Builder please click here.

To view the expanded Skills Builder framework please click here.  For further information, follow the link to the Skills Builder website

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