Co-op Academy Southfield

Policy Statement on Provider Access (PAL) 2026-27

1. Aims

This policy statement aims to set out our academy’s  arrangements for managing the access of education and training providers to students for the purpose of giving them information about their offer.

It sets out:

• Procedures in relation to requests for access
• The grounds for granting and refusing requests for access
• Details of premises or facilities to be provided to a person who is given access

2. Statutory requirements

Academies are required to ensure that there is an opportunity for a range of education and training providers to access students in years 8 to 13 for the purposes of informing them about approved technical education, qualifications or apprenticeships. This complies with the school’s legal obligations under Section 42B of the Education Act 1997.

In addition the Baker Clause, an amendment to the above, stipulates that schools must allow colleges and training providers access to every student in years 8 - 14 to discuss non-academic routes that are available to them. It is expected that by doing so this will help address the UK’s productivity challenges and address skills shortages experienced across several sectors of the economy. As a Trust we provide the same access to Year 7. In line with the Skills and Post-16 Education Act 2022, which came into effect from January 2023, all students will have at least six encounters with a provider of approved technical education qualifications or apprenticeships. Two of these will be in school years 8 or 9, with another two in years 10 or 11. A further two will be offered in years 12, 13 or 14.

3. Rationale and pupil entitlement (intended learning outcomes)

At Co-op Academy Southfield, Careers Education is known as Destinations. Our offer is designed to ensure that every student, regardless of complexity of need, is prepared for adult life.

To support our strategic planning, we reflect on the question “what will life look like at 30”? This question ensures that CEIAG planning allows students to belong, achieve and thrive, whilst also ensuring all students have realistic, aspirational and meaningful next steps.

Our intent is to:

• Enable pupils to understand the world around them, including the world of work and their place within it.
• Support students to develop independence, confidence and employability skills.
• Ensure all students make informed choices, and are supported in transitions into Post 16 and Post 19 destinations.
• Remove barriers to participation caused by SEND, communication needs or social disadvantage.

To us, Careers Education is not an add-on by an integral part of:

• The curriculum
• EHCP process and outcomes
• Preparation for Adulthood

At Co-op Academy Southfield we will use Gatsby Benchmarks as a framework of best practice  to develop and improve our careers provision to ensure that we not only fulfil legal duties of providing opportunities for a range of education and training providers to access all students in year 7 to year 13 but to also have  CEIAG programs that meet the needs of an ever changing cohort.

All of our students are entitled:

• To find out about technical education qualifications and apprenticeships opportunities, as part of a careers programme which provides information on the full range of education and training options available at each transition point;
• To hear from a range of local providers about the opportunities they offer, including technical education and apprenticeships – through options events, assemblies and group discussions and taster events;
• To understand how to make applications for the full range of academic and technical courses.

Destinations is delivered through a planned, sequenced and inclusive programme mapped explicitly to the Gatsby Benchmarks. It is personalised to the needs of all learners, and supported by qualified professionals. Students experience meaningful employer encounters, tailored work experiences, and high quality personal guidance. This is reinforced through curriculum learning and annual reviews.

Learning is underpinned by core CDI (Careers Development Institute) competencies which include growing throughout life, creating opportunities and exploring possibilities. We also recognise that careers makes a strong contribution to our students’ personal development by:

• Building independence and resilience
• Developing employability skills
• Supporting informed decision making

Southfield Skills are explicitly taught to support the development of employability skills, and these include:

Alongside this, both our Destinations and wider curriculum is underpinned by Character Education, which includes:

Our students are also explicitly supported to understand:

• Workplace behaviours
• Community participation
• Aspirations are matched to strengths

To ensure all students access a meaningful offer students work within key cohorts. These cohorts, which range from focusing on:

• Person autonomy and foundational interaction
• Applying skills outside the classroom, developing semi-independent work habits and building social stamina in community or work-related settings
• Developing job specific skills and work-based aspirations, communication and problem solving skills linked to long term career planning.

An expectation of our providers will be to provide:

• Information about the provider and the approved technical education qualifications or apprenticeships that the provider offers

• Information about the careers to which those technical education qualifications or  apprenticeships might lead

• Description of what learning or training with the provider is like, and responses to questions from the pupils about the provider or approved technical education qualifications and apprenticeships

The overall impact of our Destinations offer is demonstrated through:

• Improved readiness for Post 16, and Post 19 transitions
• Increased learner confidence and self-advocacy
• Clear, sustained destinations
• Reduced NEET risk
• Positive feedback from parents, learners and providers

We evidence our impact through:

• Destinations data
• Student voice
• Annual review outcomes
• Employer and provider feedback
• Careers Impact Review
• Gatsby Benchmark Termly Tracking
• Accreditations

4. Management of provider access requests

4.1 Procedure

A provider wishing to request access should contact

CEIAG Leader : Oonagh Martinez

Telephone: 01274779662        

Email: oonagh.martinez@coopacademies.co.uk

4.2 Opportunities for access

A number of events, integrated into our careers programme, will offer providers an opportunity to come into our academy to speak to students  and/or their parents/carers.  

Bespoke transition, support, and CEIAG activities are available for all pupil. These are monitored and tracked by our Destinations Team.

4.3 Safeguarding

Our policy on safeguarding, which can be found on our website, sets out our approach to allowing providers into our academy as visitors to talk to our students

Education and training providers will be expected to adhere to this policy.

4.4 Premises and facilities

Our academy will make the main hall, classrooms or private meeting rooms available for discussions between the provider and students, as appropriate to the activity.

The academy will also make available AV and other specialist equipment to support provider presentations. This will all be discussed and agreed in advance of the visit with the Careers Leader or a member of their team.

Providers are welcome to leave a copy of their prospectus or other relevant course literature at reception, from here it will be delivered to the school library. The facility is available to all students at break and lunch times.

5. Monitoring arrangements

Co-op Academy Southfield arrangements for managing the access of education and training providers to our students is monitored by the senior leadership team. 

This policy will be reviewed by the senior leadership team. At every review, the policy will be approved by the governing board and the headteacher.