Careers
Careers, Education, Advice and Guidance at UCGS
Our mission:
Upton Court Grammar School ensured that all students fulfilled their academic and personal aspirations and thrived as successful and engaged citizens.
Our careers programme, in addition to our academic and pastoral programmes, will support students to achieve the school’s mission through high quality careers education and guidance that equips them with the skills, knowledge and understanding to plan and manage their careers effectively. Our mission is aligned with the CDI’s Career Development Framework which clarifies the skills, knowledge and attitudes that individuals need to have a positive career. We want to support students to thrive on an intrapersonal, interpersonal, societal and global level and be happy with the way they spend their time, being able to make a positive contribution to their communities and being able to have a decent standard of living.
Our Aims:
As a school, with a high ability intake, we tailor our advice and guidance towards A-Level and degree level study whilst still promoting different pathways at 16 and 18 such as apprenticeships, T-Levels, and entrepreneurship. We promote equality of opportunity, celebrate diversity and challenge stereotypes to inspire and motivate students towards competitive courses at elite universities.
We use Compass Plus, an online diagnostic tool, to:
- evaluate our careers activity
- compare our school to the 8 Gatsby benchmarks for good careers guidance: Link to Gatsby Benchmarks
- identify strengths and areas for improvement
- access relevant online resources to help them improve on their score
Date of Next Review: September 2026
Who is responsible for careers education, information, advice and guidance (CEIAG)?
Mr Navroop Sehmi (Head of Careers) manages the implementation of the CEIAG programme.
In addition, a range of people contribute to achieving the aims of the programme. These include: school governors, the senior leadership team, subject teams, pastoral teams, external agencies such as Slough Borough Council, Berkshire Careers Hub and parents.
Mr Navroop Sehmi
Email: NSehmi@uptoncourtgrammar.org.uk
Tel: 01753522892
What we do
We are committed to providing our students with a careers programme that meets all the 8 Gatsby benchmarks (GB). Our programme is delivered through a combination of methods including through our pastoral programme as well as special events.
The curriculum for Careers is embedded through our use of Unifrog – The universal destinations platform (link here). Each Year group from 7 to 13, will be guided through 6 distinct phases throughout the academic year:
Phase 1 – Grow throughout life (GB2/GB3/GB8)
Grow throughout life by learning and reflecting on yourself, your background, and your strengths.
This learning area develops students’ self-awareness and their ability to continue learning and developing throughout their lives. Students learn to seek and respond positively to help, support and feedback; recognise the value of challenging themselves; and reflect on their achievements, experiences, skills and qualifications. As they progress through the year groups, they take increasing responsibility for their learning, communicate their strengths and achievements to others, and plan their next steps in education and work. They also consider how their heritage, identity and personal values shape who they are and influence the decisions they make.
Phase 2 – Explore possibilities (GB2/GB7)
Explore the full range of possibilities open to you and learn about recruitment processes and the culture of different workplaces.
This learning area broadens students’ understanding of the opportunities available within education, training and employment. Students begin by exploring different jobs, employment sectors, organisations and learning pathways before developing the skills needed to research qualifications, entry requirements, workplaces and labour-market information. They also learn how recruitment and selection processes operate, including the purpose of CVs, applications, interviews and assessment activities. By the end of the programme, students should be able to compare different pathways and workplaces, identify the requirements of careers that interest them, and prepare effectively to access and succeed in their chosen opportunities.
Phase 3 – Manage Career (GB2/GB7/GB8)
Manage your career actively, make the most of opportunities and learn from setbacks.
This learning area helps students understand that a career is an ongoing journey through life, learning and work rather than a single job or fixed destination. Students are encouraged to imagine different possible futures, consider the challenges, risks and rewards associated with different pathways, and make informed decisions about their next steps. As they progress, they develop the confidence to set goals, prioritise actions and create realistic plans for transitions such as choosing GCSE subjects, selecting post-16 or post-18 pathways, and moving into employment or further study. The area also develops resilience by helping students anticipate, respond to and learn from challenges, setbacks and changes in circumstances.
Phase 4 – Create opportunities (GB2/GB6/GB7)
Create opportunities by being proactive and building positive relationships with others.
This learning area encourages students to take an active role in creating and pursuing opportunities for themselves and others. Students learn about the importance of positive relationships, communication, initiative, creativity and flexibility when developing their career pathways. They progress from identifying role models and understanding entrepreneurship to building networks, seeking work experience, volunteering or paid employment, and representing themselves confidently in professional settings. The learning area also develops leadership and self-advocacy, encouraging students to take responsibility for making things happen, adapt their plans when necessary, and consider entrepreneurship, freelance work and self-employment as possible career pathways.
Phase 5 – Balance life and work (GB2/GB3/GB6/GB7)
Balance your life as a worker and/or entrepreneur with your wellbeing, other interests and your involvement with your family and community.
This learning area supports students in considering how work fits alongside their wellbeing, relationships, responsibilities and wider life goals. Students explore work–life balance, physical and mental wellbeing, personal definitions of success, financial management, and the different roles people may have within their families and communities. As they become older, they consider the financial implications of education, employment, apprenticeships, higher education, self-employment and different life stages. They also develop an understanding of workplace rights and responsibilities and learn to recognise and challenge prejudice, stereotyping and discrimination in education and employment.
Phase 6 – See the big picture (GB2/GB3/GB6)
See the big picture by paying attention to how the economy, politics and society connect with your own life and career.
This learning area helps students understand that career decisions and employment opportunities are influenced by wider social, economic, political, technological and environmental factors. Students learn to evaluate different media, information sources and viewpoints, identify labour-market trends, and consider how developments such as artificial intelligence, remote working and changing working patterns may affect future jobs. They also explore how careers and employers affect communities, society and the natural environment. As they progress, students are encouraged not only to recognise these wider influences but also to respond to them when evaluating employers, researching opportunities and making informed decisions about their own futures.
Year 12 and 13
- Year 12 students receive two Futures days supporting them with post 18 choices and standing out to universities and industries. We also run a Scholars Day event and an Enrichment Week, plus Skills for Life workshops providing further opportunities for encounter with future employers and Higher Education Institutions.
- Year 13 students receive programmed support, including early Oxbridge and Cambridge entry, Russell Group and other university applications. They receive help with their personal statements in term one, and with apprenticeship related enquiries and applications from a dedicated team of sixth form leaders, tutors and the careers coordinator. The student destinations are tracked with a three-year trend, in place.
- We provide a pastoral support programme to help students make well-informed choices whilst developing their skills and personal attributes. We run career-based information sessions with a developing online library link service which is led by the Library and Careers Coordinator. The term one sessions cover signposting to reputable university weblinks, National Careers Service and Apprenticeship websites, as well as a pre-employment digital programme which offers insight into all pathways available, post 18, including webinars, employer and partner events, to degree level apprenticeships, and a one to one mentoring programme. The following terms are intended to help students find work experience, and receive support with job applications, interviews or alternatives.
Careers education is delivered through a variety of ways in our UCGS curriculum:
- Subject curriculum- Stem Workshops and university lectures for Science and Maths
- Every year 11 student will have an impartial careers guidance interview to allow them to explore their options post 16.
- Year 7 and 8 PSCHE programme
- Year 9-12 enrichment programme
- Year 9-11 Active Citizenship programme
- Year 7-13 assemblies
- Year 7-13 tutor pastoral programme
- Year 12 and 13 Scholars events
- Access to impartial and independent careers websites and helplines
- Visiting speakers
- Work experience support
- Employer visits
- Alumni speakers Year 12 and 13
- Drop-down days
- Workshops
- Study visits
In addition to this, the curriculum for Careers is embedded through our use of Unifrog – The universal destinations platform. Link here. This will ensure that students have a structured Careers Programme during KS3 and KS4; and a progressive programme to raise awareness of different careers pathways available for them which enable students to make informed decisions about future career options.
Skillsometer and Careerometer
Amazing Apprenticeships overview video
Suitable as an Awareness Assembly
Set within the Covid 19 landscape, a clear and concise presentation providing background and imparting knowledge about Apprenticeships. It includes information about the National Careers Service and the support available. It is 15 minutes long and forms part of their Awareness Assemblies platform.