Thomas Telford UTC offers a full time Careers team to support students, parents and carers in regards to their next steps once they leave the UTC. Our key aim at Thomas Telford UTC is to ensure that our students make well-informed decisions about the future and have the skills to succeed in whatever pathway they’ve chosen. Careers education, information, advice and guidance plays an essential role in preparing students for the opportunities, responsibilities and experience of life and our Careers programme will provide all the support each child needs.
One of the things that makes a UTC different from a mainstream school is that students have already decided that they may be interested in pursuing a career in a particular field. Throughout their time with us, we will seek to ‘demystify’ the huge range of career opportunities and pathways within our specialist areas but also beyond. In this way we can ensure students are very well informed when making decisions about their next steps. Joining a UTC really is taking the first step in your career.
Careers interview taking place on an iPad due to COVID-19 restrictions
“Firstly let me say what a wonderful group of UTC students we have had on virtual WEX this week; their behaviour has been exemplary, their engagement with Alison and I, and the wider staff at St Modwen Homes, has been brilliant and their questions have not only been relevant but also very thought provoking especially on the session we had devoted to D&I. Liv, in particular, deserves a massive thankyou and well done for acting as the host and nominated speaker in group sessions.Alison and I would like to continue to support this cohort, especially the ones that have mentioned their interest in applying for apprenticeships/trainee programmes and wondered whether we'd be able to arrange some individual remote one-to-ones with them?”
(St Modwen, 2020)
“Good afternoon Simon, Please find attached a copy of UTC's presentation which they delivered flawlessly this afternoon. Not only had they covered the brief they also raised some brilliant points and Tori, in particular, shared her own thoughts regarding D&I which was extremely thought provoking. We were wondering if the group would like to attend our D&I working group session on 10th Dec 10-12.30 - could give them a 15 min slot. We would like them to present the part of the project that focussed on Diversity – they did an amazing job! Especially Tori and they have some great ideas that could help us – obviously I will make sure they get the credit! It would be good if we can get their ideas and so they can actually see the impact they have on our business, as well as contribute to a real D&I group, obviously this would be great activity on their CV. Is this something we could get set up?”
ClassVR headsets being used by students to stimulate learning.
“The curriculum sets the school apart from more traditional secondary schools. It is successful in its stated aim of ‘giving students a distinct advantage in seeking professional and technical careers within the construction, built environment and related Information and Communication Technology (ICT) industries’.”
“Just have to say what an absolutely fantastic group of women you have!! A real testament to the superb work done at the school.”
In 2020/21 we are adapting events and experiences that are planned for students wherever possible to ensure that we can still deliver the experience in a manner which is COVID19 compliant. Our intent is to wherever possible run a normal year, but some events may need to be cancelled, subject to the availability of external speakers. We will monitor and adapt plans for this year and next accordingly to ensure students are as fully informed as possible of their choices moving forwards.
A significant number of employers work closely with the UTC to develop and deliver a programme that gives students real experience of working. Throughout the year opportunities may develop and vary, but a typical programme will include Work Experience, Mentoring, Careers Advice and Guidance, Employer Projects, Mock Interviews, Guest Speakers, Site Visits… the list goes on. All of this is coordinated so that it complements the wider PSHE and careers programme. We frequently have feedback from employers and others remarking on how well our students are prepared for employment. The Work-Related Learning Programme for each year with provisional activities can be found by clicking the links below.
“Employers are extensively involved with the school, as patrons, partners, governors and mentors. They help to shape the curriculum, through an employer forum which meets five times each year. Consequently, the school is able to respond quickly to local needs and changes to employment patterns. The school is extremely well integrated into its locale and the construction and built environment sector. It is successfully helping to address local employment priorities within the sector and regeneration priorities in the Black Country.” (Ofsted, 2018)
“Effective careers education in all years helps students to plan their next steps in education and employment. Employer mentors provide much helpful support and knowledge, especially of the construction and built environment sector. Students told inspectors that they valued the support and advice from their mentors. Several were particularly appreciative of the high-quality work placements that mentors had helped them to secure.” (Ofsted, 2018)
It is okay to be unsure of what your next step might be. Through our time with you, we will help you develop your understanding of the opportunities available within the sector as well as beyond. Try the Buzz quiz or Skills Health Check below for and little fun and self-discovery.
Buzz Quiz Skills Health Check
As a UTC, we have generally an equal number of students at 16 choosing to pursue Level 3 ‘sixth form’ studies as choosing college to follow a trade apprenticeship route. At 18, about half of our students follow a University Degree pathway, with the other half choosing to follow a higher or degree apprenticeship. Both routes are equally valuable and students will be well prepared from their studies at the UTC for continued success. If you are confused about the differing levels of qualification, more information can be found here .
We will embed enterprise, employability and quality careers guidance into the academy’s culture and curriculum with a focus on inspiring students and developing structured and sustainable employer partnerships. Through these we aim to increase student exposure to real employers and the world of work as part of their preparation for modern life. We are looking to develop the employability of students with a focus on the development of soft skills and character development, workplace behaviours and exposure to the world of work. Through this we hope to enable a successful integration on leaving education into their first job.
There is no doubt about it, going to University is a financial investment in your future, with measurable benefits including job satisfaction, lifelong earning potential and increased life expectancy. For those that choose to complete a degree apprenticeship, they are funded by your employer and studied on a part time basis over 5 years, allowing you to ‘learn and earn’. Whichever route is right for you will depend upon many things, but below you can find further information about how University finance works.
Don’t just take our word for it, hear what it’s like to study at Thomas Telford UTC from previous students, and find out where our life-changing courses have taken our students. Please watch the videos or click the links to read what employers have to say as well:
This policy statement sets out the UTC’s arrangement for managing access of providers to pupils at the school and for the purpose of giving them information about the provider’s education or training offer. This complies with the UTC’s legal obligations under section 42B of the Education Act 1997.
Thomas Telford UTC is committed to providing our students with a robust programme of CEIAG for all students from Years 7 to 13 and beyond and recognises our statutory requirements.
As a school we strategically align with the Black Country Local Enterprise Partnership as well as ensuring our programme meets the requirements of the DfE statutory guidance, the Gatsby Benchmarks.
In line with the Baker Clause, we welcome other providers to come and speak to our students about their offering in order to provide them with an overview of all available options including apprenticeships, technical qualifications and A levels. Where possible, we will look to accommodate the request in full, however, where we are unable to do so we will liaise with external providers to deliver a compromise.
This policy statement sets out the school’s arrangements for managing the access of providers to pupils at the academy for the purpose of giving them information about the provider’s education or training offer. This complies with the academy’s legal obligations under Section 42B of the Education Act 1997.
All students are entitled to:
Management of provider access requests
Procedure: A provider wishing to request access should contact Laura Fletcher, Director of Careers.
A number of events, integrated into the UTC careers programme, will offer providers an opportunity to come into school to speak to pupils. Please speak to our Careers Leader (contact details above) to identify the most suitable opportunity for you.
The school will make a presentation space available for discussions between the provider and the pupils, as appropriate to the activity and available on the date/time required. The school will also make available specialist equipment to support provider presentations. This will all be discussed and agreed in advance of the visit/event. Providers are welcome to leave a copy of their prospectus or other relevant course literature with the Careers Leader. This will be made available to all students.
“The school’s curriculum is distinctive and well planned. Employers contribute impressively to many aspects of school life. The school’s specialism is evident in all that it does.” (Ofsted, 2018)