Student Progression Strategy

The Henley College supports student progression by implementing a comprehensive careers strategy that is outlined in the following document. 

This strategy is in line with the Department for Education guidance:

See also:

The Henley College Information, Advice & Guidance Policy.


All students will progress from The Henley College into Higher education, an apprenticeship or the workplace with training. All students will have the support to:


The careers team around the student





Seek and take-up opportunities


Discussion and support


Network offering potential opportunities and advice

Personal tutor

Inspire students to seek opportunities; co-ordinate tutorial activities and mentoring; reference writing

Subject tutors

Advise on employment opportunities/industry links with their subject

Programme Leaders

Co-ordinate subject specific careers opportunities and talks; links to industry and ex-students

Lead tutors

Pastoral advice and course changes; raise aspirations

Head of Faculty

UCAS final sign-off; strategic provision of opportunities in each Faculty

Careers Adviser

Co-ordination of careers opportunities throughout the college including work experience; Sourcing of LMI; programme of speakers; 1-1 interviews; trips; Careers resources including library and Learnzone


Support of SEN students; aspirational discussions


Support with issues that might prevent progression


Timely release of Facebook and Twitter messages advertising career events

Head of Student Services

Strategic responsibility for operationalisation of Careers IAG

SLT & Governors

Links with Local Enterprise Partnership & Skills Board

Learners’ progress route through the college

At application/interview

The prospectus and marketing IAG is carefully worded to guide students onto courses that best suit their needs. All students are offered an interview and if they are unclear about the course they would like to study at the college, are offered careers IAG to help them consider the progression routes that potential courses would afford them. Some students return for a second interview. Students are advised to consider alternative provision where the interviewer thinks it is in their best interest. The Head of Student Services/Special Educational Needs Co-ordinator (SENCO) helps advise interviewers and applicants where there are additional considerations or extenuating circumstances. The SENCO attends transition meetings where appropriate. 

Students are supported with their progression via the tutorial system which is designed and reviewed by the Lead Tutors and Careers adviser. Materials are updated according to need, such as the introduction of the Employability passport for students not applying to university. The aspirations of all students are raised through the displaying of subject specific destinations posters, visible in all classrooms. Students are supported in gathering Labour Market Information to help inform them of the viability of potential careers.

Careers IAG is tailored to meet the needs of specific groups of students, as outlined below.

Strategy for Foundation Studies students

In addition to the support offered to L2 students:

Foundation students participate in one of two courses, Bridge or FEDEX. Students study Functional Skills in maths, English and ICT and also a diploma in Employability Skills that includes citizenship, personal finance, CV writing, leadership and equality and diversity. All students participate in work experience that is sourced for them by a member of staff and are supported and mentored throughout their placement. A high level of in-class support ensures that students who have had a difficult educational history achieve an appropriate level of success. Students can progress onto further courses including L2/L3 BTEC, A-levels, L2 Functional Skills and some chose to enter the workplace.​

Strategy for L2 students

Students on vocational courses are well suited to employment or further study in their chosen subject specialism, although some choose to progress in different areas of interest. The Careers Adviser visits L2 tutor groups early in the year to ensure they are fully briefed on IAG that they can get at college. This is important as some of these students lack confidence to seek out this help. Some of the BTEC courses have specific work experience units and other elements of these courses help students develop transferable skills for future employment e.g. coaching qualifications. Students who obtain a merit overall are able to progress onto L3 vocational courses. Students are specifically targeted to attend the apprenticeships careers fair held in the college. They are also encouraged to attend Upgrade and Study Skills workshops as appropriate. Some students work towards their GCSE maths/English, or functional skills as appropriate. Relevant speakers talk to specific groups, e.g. Public Services students do team building activities with the Army. 

Strategy for L3 students

Level 3 student will either be doing an A Level programme or a vocational programme, with some students doing a single A Level alongside their BTEC course. Careers IAG is predominantly through the tutorial programme which is a comprehensive, two year plan of activities that has a strong emphasis on mentoring. The tutorial programme offers a variety of group and individual support to equip students with the skills required to apply to university, for apprenticeships and work-based training.

For all L3 students:

For students applying to UCAS:

For students seeking an apprenticeship or work-based training:

Strategy for Gifted and Talented Students

For academically gifted students:

For talented athletes:

For talented performers:

Strategy for students with Special Educational Needs and Disabilities

Students with SEND are supported in line with their fellow students in the ways described above. In addition, they have the option of signing up to for Upgrade, which is 1-1 additional learning support that takes place with a specialist tutor outside of the classroom. Several hundred students sign up for this facility annually, with varying degrees of need. As part of the Upgrade support process, all students have a comprehensive induction that assesses the skills they need to develop. As part of this, the students complete an ‘aspirations sheet’ that focuses their career discussions with their Upgrade tutor. Upgrade tutors work closely with the Careers Adviser as appropriate and are able to help students with such things as personal statements. Students with EHC Plans are monitored more closely and have multi-agency annual reviews that focus on progression. The Careers Adviser contacts these students to ensure they make appointments early in the year and offers ongoing support. Students going to university who require a full diagnostic assessment in order to access the Disabled Students Allowance are able to arrange these privately through the Upgrade assessors.

Closing the gap

The College ensures that all students access Careers IAG by monitoring various Equality, Diversity and Inclusion data. The Careers Adviser does this in specific relation to the number of students accessing the 1-1 Careers Interviews and any concerns can be related back to the lead tutors.

Student resources



Careers library


Up-to-date reference library containing a wealth of information including university prospectuses, careers guides and search facilities



Comprehensive online resources, amassed and kept current by the Careers Adviser

Work experience and volunteering

All students have the opportunity to get involved with work experience/volunteering

Work studies pack


Especially designed to support students who are exploring their career options if they do not want to go to university

Employability skills pack

A resource pack designed to help all students develop their employability skills

Work experience log

Helps students log the skills they learn during work experience

Visiting Speakers

A wide range of speakers regularly come into the college (approximately fortnightly) to advise on an extensive range of career topics

How we evaluate the quality of the provision

Robust self-assessment

Destination data

The College closely monitors the progression routes of students which feeds back into the careers strategy. This information allows for relevant planning of guest speakers and exhibitors at the apprenticeships careers fair. The data is also displayed in relevant programme areas which helps to raise the aspirations of current students by inspiring them and giving them ideas of their future steps.

UCAS data

The College invests in additional UCAS reports which break down the UCAS data into important categories that allow college to monitor progression of, e.g. students in different minority groups. It also allows college to compare UCAS statistics with competitors to ensure we are doing as much as we can to raise aspirations.

Student Employability Skills Assessment

In the 2014-15 academic year, we saw an introduction of an Employability Skills survey, aimed at second year students at the start of the year and again at the end of the Spring term. The data informs us of how well the various employability resources are equipping students and how we can address their needs further.

Taking account of users’ views

Student voice

Student voice is an important part of monitoring the careers provision and students are asked for feedback on 1-1 careers interviews, the apprenticeships careers fair and trips such as to the UCAS convention. The Student Union arranges discussions via the tutor rep system. 

Student questionnaires

Students offer both quantitative and qualitative feedback and suggestions are considered and inform future practice.

By using findings from the above we promote and develop capacity for sustained improvement in Careers IAG. This was recently acknowledged by Matrix who awarded college with their quality standard.

The Careers IAG College Year

Autumn term

Spring Term

Summer Term

All year round