Home Page

Interactive Bar

Facebook Facebook
Twitter Twitter
Google Translate


Careers Lead: Rachel Chattaway



HLTA Careers: Sophie Burden



We aim to ensure a high quality of vocational and careers education for young people with special educational needs, to be delivered in a meaningful and appropriate way for their needs and circumstances. Our vision is to increase the opportunities our students have of finding quality, paid employment in later life. Through person centred planning with the Education, Health & Care plans at the centre, we support students to articulate their aspirations for adult life, including for many their aspiration to work.

The Government's careers strategy aims to make sure that all young people in secondary education get a programme of advice and guidance that is stable, structured and delivered by individuals with the right skills and experience. At Brooke School we use the Gatsby Benchmarks to measure the quality of our provision.

1. A stable careers programme

Every school and college should have an embedded programme of career education and guidance that is known and understood by students, parents, teachers, governors and employers.

2. Learning from career and labour market information


Every student, 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 available information.

3. Addressing 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 school’s careers programme should embed equality and diversity considerations throughout.

4. Linking 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.

5. Encounters 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.

6. Experiences 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 expand their networks.

7. Encounters 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.

8. Personal 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.

In order to support students to achieve their aspirations, careers education at Brooke School consists of the following strands:

  • Vocational education lessons to support students to identify their skills, interests and talents. 
  • Work related lLearning opportunities offering meaningful vocational experience on site.
  • A varied programme of social enterprise activities.
  • Offsite work experience at local businesses and charities.
  • Support, including from external agencies, with job coaching and planning next steps once leaving school.
  • Experiential work education for learners with needs which would make paid employment more challenging.
  • Financial literacy and budgeting, where appropriate for students.