A Venn Academy Trust School – Together we will… Venn is a pioneering academy trust, committed to building educational environments where all pupils are inspired to become lifelong learners who achieve the very highest standards possible. Collaborating with all partners, the Trust works with its unique settings to create world class learning experiences for all.

Careers Programme:
Impact and Impact Measurement

At Venn Boulevard Centre, careers education is a core part of our commitment to preparing pupils for successful, sustained post-16 destinations. Many of our pupils arrive with disrupted educational histories, low attendance, anxiety around learning, or limited confidence in future pathways. Our careers programme is therefore carefully designed to be personalised, aspirational, and realistic, supporting pupils to build the skills, knowledge, and self-belief needed for life beyond school.

The impact of our careers programme is seen most clearly in improved engagement and readiness for next steps. Pupils access a wide range of meaningful encounters including employer visits, vocational placements, college taster sessions, off-site learning, and one-to-one careers guidance. These experiences help pupils to understand the world of work, explore different pathways, and make informed choices about their futures.

Impact is measured through both quantitative and qualitative assessment. We track participation in careers activities, work experience, and accredited outcomes such as AQA Unit Awards and vocational qualifications. Destination data is closely monitored, with a strong focus on sustained education, training, or employment placements. Attendance and engagement data before and after careers interventions is analysed to identify progress and barriers.

Pupil voice is central to evaluation. Structured feedback, reflective activities, and careers reviews allow pupils to articulate their aspirations, confidence levels, and understanding of pathways. Staff observations, progress reviews, and multi-agency feedback further inform impact assessments.

For pupils with EHCPs, careers outcomes are explicitly linked to Section F provision, with progress reviewed regularly against personalised preparation for adulthood targets. Our programme is continually reviewed and refined to ensure it remains responsive, inclusive, and impactful.

Ultimately, success at Venn Boulevard is measured not only by destinations, but by pupils leaving with greater confidence, clearer direction, and the skills to navigate their future.

Year 11 Destinations 2025

Headline Outcomes

  • 93% of pupils progressed to a confirmed post-16 destination
  • 0 pupils NEET and available for work
  • 1 pupil (7%) NEET not available due to illness

Post-16 Pathways

  • 73% progressed to Further Education
  • 20% progressed to School Sixth Form
  • Destinations include Hull College and Bishop Burton College

What This Shows

  • Strong participation in education and training
  • Effective preparation for adulthood and transition planning
  • Positive outcomes for pupils with EHCPs
  • Clear, realistic progression routes matched to pupil needs

Measuring Impact

  • Destination data tracked and reviewed annually
  • Careers participation and engagement monitored
  • Outcomes linked to personalised careers guidance and EHCP targets
  • Sustained destinations used as a key success measure

Our Impact

Pupils leave Venn Boulevard with clear next steps, increased confidence, and access to appropriate, sustained post-16 pathways, reflecting the strength of our careers programme and transition support.

“Within classrooms, teachers reward positive behaviours consistently.”

Ofsted

“In classrooms, pupils focus hard and respond well to any advice and guidance that is given to them.”

Ofsted

“An SEMH curriculum runs through the heart of your school.”

Ofsted

“You seek to identify any triggers which cause pupils to behave erratically and you work towards eliminating these.”

Ofsted

“Your school helps pupils to become
confident rounded young people.”

Ofsted

“Pupils are given chances to reflect upon this
through ‘life books’ where observations are made, and improvements praised.”

Ofsted

“The most striking aspect of your school is the way in which you plan to support pupils’ individual needs.”

Ofsted

“Pupils talked to us about the way in which you
and your staff celebrate difference and help to make everyone feel valued.”

Ofsted

“Once at school, the life coach works with
individuals to help them to deal with any anxieties that they may have.”

Ofsted

“Pupils at your school feel safe.”

Ofsted

“Teachers consider
pupils’ emotional well-being deeply and give them space when they need to refocus.”

Ofsted

“A time of ‘reflection’ at the end of the
day allows pupils to consider how they have performed at school and helps them to focus on their attitudes and behaviours. ”

Ofsted

“Pupils welcome new arrivals with understanding and compassion.”

Ofsted

“Pupils told inspectors that they really value the way in which they feel respected at your school.”

Ofsted

“Before coming to
school, you and other leaders work hard to understand the needs of individual
pupils.”

Ofsted

“Pupils make strides socially and emotionally.”

Ofsted

“Teachers and teaching assistants work hard to ensure that pupils are ‘nudged’ in the right direction in lessons.”

Ofsted

“Teaching at your school is characterised by positive relationships between members of staff and pupils.”

Ofsted

“Inspectors saw first-hand the way in which your staff spoke to pupils with compassion and respect.”

Ofsted

“Pupils value the way in which you and your
staff make everyone feel included.”

Ofsted

“The systems and structures that you have put in place ensure that pupils feel safe at school.”

Ofsted

“The work of the
life coach can include one-to-one work in addition to positive thinking strategies,
mindfulness and aromatherapy.”

Ofsted

“A time of ‘reflection’ at the end of the
day allows pupils to consider how they have performed at school and helps them to focus on their attitudes and behaviours. ”

Ofsted

“All pupils benefit from targets to help them to develop their social and emotional skills and to build a level of resilience.”

Ofsted