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Our named careers Leaders are Traci Clark KS3 and KS4 and Lucy Meek KS5. They work alongside other staff members to ensure all students where appropriate get access to meaningful encounters with employers, vocational opportunities and access further education providers.

There has never been a time when careers guidance has been more important for young people as it is today. Education, training and employment opportunities that students need to navigate are often complex and challenging. Our young people need to prepare for a future where some jobs may not yet even exist.

Students need help to make choices and manage transitions; they need good quality careers education, information, advice and guidance.

As part of our commitment Treetops School careers plan sets out how the school intends to provide a fit for purpose range of learning and training pathways on offer to students. The plan defines the available resources which will provide our students with the knowledge, inspiration and ability to take ownership of their own career action plans enabling them to succeed in their chosen pathway.

Our Enterprise days are based on the guidance for schools and colleges careers plan addressing the eight Gatsby Benchmarks, in particular Benchmark 1. Using these days enables Treetops to track the career activities and interventions at each stage it provides, for all of our students.

Careers education does not just mean informing students about their options after school but also how their school career pathway will affect their futures. It is our statutory duty to ensure that all students receive independent and impartial information, advice and guidance regarding all options both within school and after leaving school to best highlight all career pathways available to them.

Many employers are reluctant to take on someone with a learning difficulty because they do not know enough about the benefits of employing someone with special needs, or how to get the right support for them.

Treetops academy has a track record of supporting young people with learning difficulties into paid employment. We currently have three ex pupils employed at Treetops.

By helping students with decisions at each crucial stage from year 7 to year 13, informing them of all their options and introducing them to the world of work, we aim to prepare them fully for their pathway to employment.


Baker Clause Policy Statement

Treetops Academy uses the Gatsby Benchmarks as a guide to plan our Pathways and Enrichment programme as part of a holistic approach careers programme enabling all our students to make an informed choice about their post 16 provision. It is our commitment to inform our students of the full range of learning and training pathways on offer to them both academic and non-academic routes, we are happy to consider requests from training, apprenticeship and vocational education providers to speak to students. This is also measured regularly against the careers standards of the Gatsby benchmarks using a Compass Assessment framework and evaluation with students, teachers and SLT as part of a progressive careers programme.

Treetops Academy also proactively seek to build relationships with these partners as we plan our Pathways and Enrichment activity throughout the school year to ensure that providers have multiple opportunities to speak to students and their parents across years 7 – 13, to offer information on vocational and apprenticeships qualifications and pathways involving personal guidance and pastoral support.

Opportunities for providers to speak with students may include assemblies, employer and provider engagement events or opportunities to speak on a one to one basis supporting option choices.

This complies with the legal obligations under Section 42B of the Education act 1997 (the ‘Baker Clause’)

Any provider wishing to request access should contact either Ms Traci Clark Ks3 and Ks4 or Mrs Lucy Meek Ks5 Careers Coordinators.

Telephone: 01375 372723

Email: or

Apprenticeship Opportunities

MYPATH – Visit the MyPath Careers website by clicking on the ‘JOB OF THE WEEK ‘ link below

The JOB OF THE WEEK resource offers LMI about a new job each week, including all of the previously posted jobs.

INSPIRE YOUTH HUB – Visit the Thurrock Inspire website for more new on careers in the borough

Specsavers Apprenticeships – Give your students a fantastic foundation. Click here for more info.

Amazing Apprenticeships – Check the latest news here.

Essex Careers Guide to Local Employment and Skills 2023 – Click here to view.

Year 7 Enterprise Day 

  • Students identify personal traits, strengths and skills.

  • Students are introduced to Gatsby benchmarks

  • Students are introduced to careers resources and informed how to use them.

  • Students provide feedback.

  • Students have optional access to impartial advisers via drop in sessions.

  • By beginning careers education early students can make better informed decisions at transition stages and are more motivated in school in order to follow a particular pathway.

  • An employer/ex student is invited to talk to the year group – a Q&A session is held to find out about their role in a particular sector.

Year 8 Enterprise Day 

  • Students build on personal strengths and begin to link skills to specific careers enabling realistic and informed decisions at transition stages and their employment aspirations

  • Students introduced to the world of work and how it is constantly changing.

  • Students desired employment outcomes are articulated in their EHCP and outcomes identified to support their aspiration

  • Students have optional access to impartial advisers via drop in sessions.

  • Students are also encouraged to use careers resources available and informed where to find out more about specific courses/ careers.

  • Students are introduced to ‘employability skills’ through enterprise challenges and activities.

  • Students think about links to careers when choosing their GCSE options.

  • Vocational Profiles are developed for students which document their individual’s skills, abilities, interests, aspirations, and needs in relation to employment.

Year 9 Enterprise Day

  • Students encouraged to reassess their personal strengths with a focus on transferrable skills.

  • What is important in a career?

  • Students are encouraged to investigate / research different jobs and careers locally.

  • Introduction of taking the principles identified by Preparation for Adulthood, and the developed Vocational Curriculum (Age 14-19) to explain what BTEC subjects are available and how they are taught in KS4 and 5.

  • Generate individual career action plans to be included as part of the Education Health and Care plan. (possibly year 8 too)

  • Students encouraged to challenge stereotypes within the world of work and traditional job roles.

  • What is a CV? What is a cover letter? And why do people applying for jobs need them? Students encouraged to use them when applying for roles and responsibility in school. e.g prefects, house captain

  • Students have optional access to impartial advisers via drop in sessions. They are encouraged to use careers resources available and informed where to find out more about specific courses/ careers.

Year 10 Enterprise Day

  • Students begin to explore Treetops Sixth Form as an option

  • Which careers appeal to each student and identify and set themselves realistic future goals.

  • Students agree action plans with Careers Adviser for future and identify what specific action is required to achieve these goals.

  • Students begin CV and cover letter writing for college/sixth form placements/apprenticeships.

  • Students are encouraged to use careers resources available and informed where to find out more about specific courses/ careers.

  • Students use online career and employability resources.

  • Students have an understanding of what a workplace is; rules, uniform, line managers etc

Year 11 Enterprise Day 

  • Students are helped with post 16 choices and encouraged to consider all their options including further study in sixth form, colleges, technical education and apprenticeships.

  • Student complete intended destinations form. Interview techniques are further developed.

  • Students use careers interview to help understand different careers pathways and entry requirements and set personal targets for development.

  • Students complete mock interviews.

  • Students are encouraged to think about the kind of behaviour potential employers look for.

  • Students have access to careers adviser via drop in sessions.

  • Students are encouraged to use careers resources available and informed where to find out more about specific courses/ careers.

  • Some Students are encouraged to gain work experience and take part in work insight days during the school holidays, weekends and evenings.

Key Stage 5 – Careers & Enterprise

  • Annual EHCP reviews (Preparing for Adulthood)

  • Career advisor interviews

  • Destination planning

  • Visits to Post-19 providers in Thurrock – Thurrock Lifestyle Solutions (TLS), Thurrock Adult Community College (TACC), South Essex College, Palmers, Treetops Post-19

  • Bus/train journeys

  • Visits to local leisure facilities, shops, supermarkets, cafes, restaurants, businesses, care homes for the elderly.

  • Vocational training days – BTEC qualifications/Personal Progression plans

  • Enterprise projects – Cafes, making & selling items at school fairs, car washing and valeting service

  • Career & Enterprise days (External provider) – National Citizen Service (NCS) & TCHC

  • Research jobs online

ASDAN Employability Group Level 2, 3 & Level 1 – Units of work 

  • Maintaining Work Standards

  • Exploring Job Opportunities

  • Learning through Work Experience

  • Communicating with Others at Work

  • Customer Service

  • Health & Safety in the Workplace

  • Rights and Responsibilities in the Workplace

  • Tackling Problems at Work

  • Travelling to Work

  • Working with Others

  • CVs and Letter of Applications

ASDAN Personal Social Development (PSD) Group – Units of Work 

  • Community Action – identifying job roles and facilities in the local community

  • Preparation for Work – identifying skills and qualities needed for job roles

  • Working towards Goals – identifying personal skills, qualities and strengths. Setting goals. Personal information.

  • Working as Part of a Group – Setting ground rules, relaying basic information, identifying roles, carrying out tasks, asking for and offering help, reviewing work.

ASDAN Personal Progress Group – Units of Work 

  • Developing Skills for the Workplace

  • Developing Community Participation skills

  • Travel within the Community

  • Using Local Health Services

  • Participating in a Mini-enterprise

  • Participating in Preparing Food and Drink for an Event

  • Developing Learning Skills

Essentials for Living group (VB) – Units of Work

  • Functional Academics Skills

  • Events

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