At The Kassia Academy, we are committed to providing high-quality, impartial Careers Education, Information, Advice and Guidance (CEIAG) to support all pupils in preparing for their future.
As an Alternative Provision (AP) SEMH setting for Years 7–11, our careers programme is designed to raise aspirations, build confidence and resilience, and ensure pupils are well prepared for post-16 education, employment and training.
The Kassia Academy complies with:
We provide:
In line with statutory requirements, we ensure that:
Full details can be found in our:
Provider Access Policy Statement
Careers Policy
Our careers programme is structured around the Gatsby Benchmarks:
As an AP SEMH setting, we ensure careers provision is personalised and accessible.
This includes:
We aim to ensure every pupil leaves with a clear, realistic and aspirational progression plan.
We provide pupils with up-to-date labour market information to support informed decision-making.
LMI is used within:
Useful LMI resources include:
We evaluate the impact of our careers programme through:
Our Year 11 leavers progress to:
Hannah a former learner at The Kassia Academy (formerly known as New Horizons AP) has just finished her first year at Sheffield University studying medicine.
Hannah has co written a book called 'My Intense Emotions Handbook' talking about her own personal mental health experiences, with a view to help other young people like her.
For more information regarding Hannah, please click here.
Description: Carry on studying subjects you took for GCSE to a higher level, or pick new ones you may not have done before like economics, law or psychology. You could take 3 very different subjects you are interested in to keep your career options open or choose more closely related subjects if you need them for a specific career.
Duration: 2 years
Assessment: Mostly exams at the end of the course
Level of study: 3
Entry requirements: Typically 5 GCSEs Grade 9-4 (usually including English and maths)
Work experience: Your school or college may offer short periods of work experience, usually during year 12
Leads to: University or college courses, higher and degree apprenticeships, work
Description: Designed in partnership with employers to give you the skills and knowledge to get on in the workplace. You'll combine classroom learning with real work placements. 1 T Level is the equivalent of 3 A levels.
Duration: 2 years
Assessment: Exams, projects and practical assignments
Level of study: 3
Entry requirements: Course dependent
Work experience: At least 45 days on industry placement
Leads to: Work, higher and degree apprenticeships, college and university courses
Description: These courses teach you the practical skills and knowledge for a particular area of employment. They can prepare you for a broad employment sector, like engineering or travel and tourism, or for a specific job like a chef or a hairdresser. Qualifications which teach you how to do tasks specifically related to the industry and role you want to be involved in.
Duration: 1 or more years
Assessment: Can include coursework, skills tests and exams
Level of study: 1+
Entry requirements: Course dependent
Work experience: You'll learn in real situations in college, for example in a college restaurant or a salon that is open to the public. You may also have the chance to go out on a work placement with an employer.
Leads to: Apprenticeship, work, college or university
Description: A course that includes a work placement that will get you ready for an apprenticeship or a job. You’ll get work experience and some help to apply for your next steps. You can also improve your maths and English skills. You’ll get work experience and some help to apply for whatever you do next.
Location: You’ll spend a minimum of 70 hours in a work placement with the rest of your time in college or a training centre.
Duration: 6 weeks to 1 year.
Entry requirements: You need to be aged between 16 to 24 or up to 25 with an Education Health and Care Plan with no higher than a level 3 qualification.
Qualifications: English, maths, digital and work-related qualifications.
Leads to: Apprenticeship, further education, work.
Description: Intermediate, advanced higher and degree apprenticeships combine practical on-the-job skills training with off-the-job learning. You'll get training that is relevant to your job and be paid a salary. Start at a level to suit you, with support if you have special needs or a disability.
Location: You’ll spend 80% of your time in the workplace and 20% off-the-job with some study in a college, training centre or Institute of Technology (IoT).
Duration: A minimum of 1 year.
Entry requirements: Will be dependent on the industry, job role and apprenticeship level.
Qualifications: apprenticeship certificate, diploma, degree and masters depending on level.
Leads to: Work, next level of apprenticeship, further education, higher education.
Would you like to be part in creating a future for our students?
As a school we are always looking to build links with employers. We believe in providing our learners with the very best education including careers guidance, experiences and encounters.
Should you wish to get involved please email our Careers Lead: Danielle.proctor@tkas.org.uk
As a school all our staff are responsible for creating a high standard of careers education to all our learners across the school.
To ensure this we provide termly staff surveys, to gather feedback on how we can improve our careers education, guidance and knowledge.
We also offer careers CPD sessions on a regular basis.
Our careers programme is delivered in line with the Gatsby Benchmarks of Good Career Guidance, the national framework for high-quality careers education.
The eight benchmarks remain the foundation of our programme, strengthened by a focus on leadership, inclusion, meaningful encounters, use of data and parent engagement.
The 8 Gatsby Benchmarks
1. A Stable Careers Programme
A structured, progressive programme from Year 7–11 led by a named Careers Leader and reviewed annually.
2. Learning from Labour Market Information
Pupils use up-to-date local and national LMI to inform decisions about future pathways.
3. Addressing the Needs of Each Pupil
Personalised guidance and targeted support, particularly for pupils with SEMH and additional needs.
4. Linking Curriculum Learning to Careers
Subjects make clear links between learning, skills and future employment routes.
5. Encounters with Employers and Employees
Regular, meaningful employer engagement through workshops, talks and activities.
6. Experiences of Workplaces
Work-related learning and preparation for employment.
7. Encounters with Further & Higher Education
Statutory provider encounters in Years 8–11 with approved technical and apprenticeship providers.
8. Personal Guidance
Independent and impartial careers guidance available from Year 7 onwards.
Strengthened by the Updated Gatsby Framework
Our programme places:
We review our provision annually using compass and destination data to ensure continuous improvement.
LMI for All is an online data portal funded by the Department for Education. It brings together existing national sources of high quality labour market information (LMI) that can inform people’s choices about their careers.
“Our visit to the high school was extremely positive. Pupils demonstrated genuine curiosity, asked thoughtful questions, and showed a clear understanding of the importance of fire safety and community responsibility. While we came to share our expertise, we left impressed by their enthusiasm and engagement. We look forward to working together again in the future.”
“Our visit to the high school was highly rewarding. Pupils approached each work-related task with enthusiasm and determination, fully engaging in teamwork challenges and problem-solving activities throughout the session.”
“Megan has settled in exceptionally well. She is happy, confident, and works brilliantly with the children. It has been a real pleasure to support her.”
“Visiting the school to speak with pupils about their post-16 options was a very positive experience. Students were engaged, asked insightful questions, and showed genuine interest in exploring the pathways available to them.”
