Careers Manager Review
at West Sussex County Council
Degree Apprenticeship
Business Management, Business Operations, Government, Project Management, Teaching
Billingshurst
Review Submitted: April 2026
Overall Rating
5 /5
The Overall Rating is the average of all the ratings given in each category. We take those individual ratings and combine them into one final score!
5/5
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Overview of Role
5/5
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Skills Development
5/5
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Structure and Support
Overview of Role
Please give an overview of your role and what this involves on a day-to-day basis:
5/5
During my apprenticeship, I held the role of Designated Careers Leader, with responsibility for the strategic development and day-to-day delivery of careers education, information, advice and guidance (CEIAG) across a large secondary school and sixth form, supporting approximately 1,800 learners and 250 staff.
On a daily basis, my role involved ensuring that the school met all statutory careers duties and adhered to relevant guidance, while continuously developing a high-quality, student-centred careers programme. I designed, delivered, monitored and evaluated a wide range of careers activities and events, including careers fairs, enrichment programmes, National Careers Week and National Apprenticeship Week, alongside producing lesson plans and careers resources across digital and physical platforms.
A key part of my role was coordinating comprehensive Year 10 and Year 12 work experience programmes, managing everything from administration and logistics to liaison with students, staff and employer partners. I also delivered impartial one-to-one CEIAG interviews, using labour market information and coaching techniques such as GROW to support learners in making informed and aspirational decisions about their futures.
My responsibilities extended to tracking and reporting student destinations, engaging with a wide network of internal and external stakeholders—including parents, employers, FE and HE providers, local authorities and LEPs—and supporting the wider school community where required. Alongside this, I was committed to continuous professional development through my Level 6 Careers Development Professional apprenticeship, enabling me to embed best practice into my role.
The impact of this work was recognised through positive Ofsted feedback, regional and national awards, and opportunities to share best practice at conferences and sector events.
On a daily basis, my role involved ensuring that the school met all statutory careers duties and adhered to relevant guidance, while continuously developing a high-quality, student-centred careers programme. I designed, delivered, monitored and evaluated a wide range of careers activities and events, including careers fairs, enrichment programmes, National Careers Week and National Apprenticeship Week, alongside producing lesson plans and careers resources across digital and physical platforms.
A key part of my role was coordinating comprehensive Year 10 and Year 12 work experience programmes, managing everything from administration and logistics to liaison with students, staff and employer partners. I also delivered impartial one-to-one CEIAG interviews, using labour market information and coaching techniques such as GROW to support learners in making informed and aspirational decisions about their futures.
My responsibilities extended to tracking and reporting student destinations, engaging with a wide network of internal and external stakeholders—including parents, employers, FE and HE providers, local authorities and LEPs—and supporting the wider school community where required. Alongside this, I was committed to continuous professional development through my Level 6 Careers Development Professional apprenticeship, enabling me to embed best practice into my role.
The impact of this work was recognised through positive Ofsted feedback, regional and national awards, and opportunities to share best practice at conferences and sector events.
To what extent do you enjoy your programme?
5/5
I have thoroughly enjoyed my apprenticeship programme and found it both professionally rewarding and personally fulfilling. The programme enabled me to immediately apply my learning directly to my role, which made the experience highly engaging and meaningful. Being able to see the real-world impact of my development on learners, colleagues and the wider school community significantly increased my motivation and enjoyment throughout the programme.
I particularly valued the opportunity to deepen my knowledge of careers education theory, labour market information, coaching techniques and best practice, and then translate this into tangible strategic and operational improvements within the school’s careers programme. The balance between academic learning and practical application meant that the programme felt relevant, purposeful and well aligned to my responsibilities.
I also enjoyed the confidence the programme gave me to challenge myself, take on greater responsibility, and contribute at a strategic level. It encouraged reflective practice and continuous improvement, helping me grow not only as a careers professional but also as a leader and advocate for apprenticeships.
Overall, the apprenticeship was a highly positive experience that supported my professional growth while allowing me to make a meaningful difference to young people’s futures. I would strongly recommend the apprenticeship to others as an engaging, impactful and enjoyable route for developing expertise and advancing a career.
I have since progressed into a role within my local authority to support approximately 170 schools across West Sussex with implementing apprenticeships training in leadership, management, teaching, early years, teaching assistance, and a variety of other support staff roles.
I particularly valued the opportunity to deepen my knowledge of careers education theory, labour market information, coaching techniques and best practice, and then translate this into tangible strategic and operational improvements within the school’s careers programme. The balance between academic learning and practical application meant that the programme felt relevant, purposeful and well aligned to my responsibilities.
I also enjoyed the confidence the programme gave me to challenge myself, take on greater responsibility, and contribute at a strategic level. It encouraged reflective practice and continuous improvement, helping me grow not only as a careers professional but also as a leader and advocate for apprenticeships.
Overall, the apprenticeship was a highly positive experience that supported my professional growth while allowing me to make a meaningful difference to young people’s futures. I would strongly recommend the apprenticeship to others as an engaging, impactful and enjoyable route for developing expertise and advancing a career.
I have since progressed into a role within my local authority to support approximately 170 schools across West Sussex with implementing apprenticeships training in leadership, management, teaching, early years, teaching assistance, and a variety of other support staff roles.
Skills Development
Have you learnt any new skills or developed existing skills?
5/5
Yes, the apprenticeship significantly strengthened my existing skills while enabling me to develop a wide range of new professional competencies. It deepened my understanding of what it means to be a reflective and ethical career development professional, particularly around impartiality, equality, safeguarding, confidentiality and duty of care. Through structured learning and supervision, I became more self-aware of how my own values and assumptions could influence practice, and how to ensure my guidance always remained learner-centred and evidence-based.
I developed strong strategic and practical skills in designing and delivering an effective careers curriculum. This included applying careers theories, pedagogical approaches and labour market information to create meaningful learning experiences that support employability, career management skills and social mobility. I strengthened my ability to evaluate provision using data, learner feedback and destination tracking, and to use this insight to continuously improve programmes and demonstrate impact at both operational and strategic levels.
The apprenticeship also enhanced my skills in one-to-one guidance, including coaching techniques, needs analysis, action planning and horizon‑broadening. I became more confident in adapting support for learners with additional needs or who face disadvantage, making appropriate referrals where required and working collaboratively with colleagues and external agencies. My ability to engage employers and external partners improved significantly, alongside my confidence in networking, advocacy, negotiation and influencing to create meaningful opportunities for learners.
In addition, I developed strong organisational, digital and workload management skills, balancing competing priorities while maintaining my own wellbeing. Overall, the programme enabled me to grow into a confident, competent and reflective careers professional, equipped with the knowledge, skills and behaviours required to deliver high-quality, ethical and impactful careers provision.
I developed strong strategic and practical skills in designing and delivering an effective careers curriculum. This included applying careers theories, pedagogical approaches and labour market information to create meaningful learning experiences that support employability, career management skills and social mobility. I strengthened my ability to evaluate provision using data, learner feedback and destination tracking, and to use this insight to continuously improve programmes and demonstrate impact at both operational and strategic levels.
The apprenticeship also enhanced my skills in one-to-one guidance, including coaching techniques, needs analysis, action planning and horizon‑broadening. I became more confident in adapting support for learners with additional needs or who face disadvantage, making appropriate referrals where required and working collaboratively with colleagues and external agencies. My ability to engage employers and external partners improved significantly, alongside my confidence in networking, advocacy, negotiation and influencing to create meaningful opportunities for learners.
In addition, I developed strong organisational, digital and workload management skills, balancing competing priorities while maintaining my own wellbeing. Overall, the programme enabled me to grow into a confident, competent and reflective careers professional, equipped with the knowledge, skills and behaviours required to deliver high-quality, ethical and impactful careers provision.
Structure and Support
How well organised/structured is your programme?
5/5
My apprenticeship programme provided a strong framework that supported both my academic learning and my day‑to‑day role. From the outset, expectations, milestones and assessment requirements helped me understand how each element of the programme contributed to my overall professional development.
The structure of the programme allowed learning to be broken down into manageable, logical components that aligned closely with my responsibilities in the workplace. Apprenticeship learning, coursework, reflective practice and on‑the‑job application were well integrated, enabling me to immediately apply theory to practice. This made the programme feel purposeful (rather than abstract) and supported continuous improvement rather than last‑minute assessment preparation.
Regular reviews, supervision and progress check‑ins provided opportunities to reflect on my development, receive feedback and adjust targets where needed. These touchpoints helped maintain momentum and ensured that learning remained relevant to both school priorities and my individual development needs. The balance between independent study, employer support and guided learning was well managed and realistic alongside a demanding role.
The structure of the programme allowed learning to be broken down into manageable, logical components that aligned closely with my responsibilities in the workplace. Apprenticeship learning, coursework, reflective practice and on‑the‑job application were well integrated, enabling me to immediately apply theory to practice. This made the programme feel purposeful (rather than abstract) and supported continuous improvement rather than last‑minute assessment preparation.
Regular reviews, supervision and progress check‑ins provided opportunities to reflect on my development, receive feedback and adjust targets where needed. These touchpoints helped maintain momentum and ensured that learning remained relevant to both school priorities and my individual development needs. The balance between independent study, employer support and guided learning was well managed and realistic alongside a demanding role.
How much support do you receive from your employer?
5/5
I received an excellent level of support from the school's headteacher and incumbent business manager to begin my apprenticeship, which was a key factor in my success and overall positive experience. They fully recognised the value of the apprenticeship and were committed to ensuring I had the time, resources, and encouragement needed to engage meaningfully with the programme.
I was given the flexibility to complete off‑the‑job training and academic work alongside my role, typically one day working at home a week. Regular supervision, progress reviews, and informal check‑ins provided opportunities to reflect on learning, discuss challenges and celebrate achievements, ensuring I felt supported both professionally and personally.
My employer trusted me to take ownership of projects, contribute strategically, and implement improvements to the careers programme. This trust and autonomy, combined with guidance when needed, enabled me to build confidence and develop my skills at pace. I was also supported in sharing best practice beyond the organisation, such as a AELP conference, further reinforcing the value placed on my development.
Overall, I felt genuinely invested in, valued as an apprentice, and empowered to succeed. This not only enabled me to complete my apprenticeship successfully but also maximised the impact of my learning for learners, colleagues, and the wider school community.
I was given the flexibility to complete off‑the‑job training and academic work alongside my role, typically one day working at home a week. Regular supervision, progress reviews, and informal check‑ins provided opportunities to reflect on learning, discuss challenges and celebrate achievements, ensuring I felt supported both professionally and personally.
My employer trusted me to take ownership of projects, contribute strategically, and implement improvements to the careers programme. This trust and autonomy, combined with guidance when needed, enabled me to build confidence and develop my skills at pace. I was also supported in sharing best practice beyond the organisation, such as a AELP conference, further reinforcing the value placed on my development.
Overall, I felt genuinely invested in, valued as an apprentice, and empowered to succeed. This not only enabled me to complete my apprenticeship successfully but also maximised the impact of my learning for learners, colleagues, and the wider school community.
How much support do you receive from your training provider when working towards your qualifications?
5/5
I received a good level of support from my training provider throughout my apprenticeship. The practical period programme duration my training provider set was very short and I did not provide me with enough time to complete my reading, assignments etc., but without support from my manager a more realistic training plan was put in place. The quality of their resources was satisfactory, although sometimes not up to date.
Progress reviews created opportunities to reflect on my development, explore challenges and receive feedback to help me continuously improve my practice. My tutor also supported me effectively with assessment preparation, including portfolio development, evidence mapping, and preparation for the professional discussion and project report elements of my end-point assessment.
Progress reviews created opportunities to reflect on my development, explore challenges and receive feedback to help me continuously improve my practice. My tutor also supported me effectively with assessment preparation, including portfolio development, evidence mapping, and preparation for the professional discussion and project report elements of my end-point assessment.
How well do you feel that your qualification (through your training provider) helps you to perform better in your role?
5/5
My qualification has been extremely effective in helping me perform better in my role. My learning was directly relevant to my day‑to‑day responsibilities and significantly enhanced both my confidence and capability as a career development professional. The strong alignment between theory and practice meant that new knowledge could be immediately embedded into my work, leading to tangible improvements in the quality and impact of the careers provision I delivered for my school.
Through the qualification, I developed a deeper understanding of careers theory, pedagogy, labour market intelligence and policy, which strengthened my ability to design and deliver a coherent, inclusive and evidence‑based careers programme. This enabled me to be more strategic in my decision‑making, more rigorous in evaluating impact, and more confident in justifying and advocating for careers provision to senior leaders and external stakeholders.
The qualification also improved my effectiveness in one‑to‑one careers guidance and learner engagement. I became more skilled in needs analysis, coaching, action planning and horizon‑broadening, allowing me to provide guidance that was not only impartial and ethical, but also empowering and personalised. My ability to adapt support for learners with additional needs or those facing disadvantage also improved as a result of the structured learning and reflective practice embedded in the programme.
Overall, the qualification has had a direct and lasting impact on my professional practice. It has strengthened my knowledge base, refined my skills and reinforced professional behaviours, enabling me to perform my role with greater confidence, credibility and effectiveness. As a result, I have been able to deliver higher‑quality outcomes for learners and contribute more strategically to my organisation. My apprenticeship has also enabled me to progress into a role within my local authority, where I an overseeing the lifecycle of apprenticeships across approximately 170 schools.
Through the qualification, I developed a deeper understanding of careers theory, pedagogy, labour market intelligence and policy, which strengthened my ability to design and deliver a coherent, inclusive and evidence‑based careers programme. This enabled me to be more strategic in my decision‑making, more rigorous in evaluating impact, and more confident in justifying and advocating for careers provision to senior leaders and external stakeholders.
The qualification also improved my effectiveness in one‑to‑one careers guidance and learner engagement. I became more skilled in needs analysis, coaching, action planning and horizon‑broadening, allowing me to provide guidance that was not only impartial and ethical, but also empowering and personalised. My ability to adapt support for learners with additional needs or those facing disadvantage also improved as a result of the structured learning and reflective practice embedded in the programme.
Overall, the qualification has had a direct and lasting impact on my professional practice. It has strengthened my knowledge base, refined my skills and reinforced professional behaviours, enabling me to perform my role with greater confidence, credibility and effectiveness. As a result, I have been able to deliver higher‑quality outcomes for learners and contribute more strategically to my organisation. My apprenticeship has also enabled me to progress into a role within my local authority, where I an overseeing the lifecycle of apprenticeships across approximately 170 schools.
Are there extra-curricular activities to get involved in at your work? (For example, any social activities, sports teams, or even professional networking events.)
5/5
Yes, as a member of school staff I was invited to and involved in the range of staff extra-curricular and enrichment opportunities available, including additional training and wellbeing initiatives. These opportunities helped foster a strong sense of community, collaboration and wellbeing within my school.
I was also supported to attend and participate in networking events, sector conferences, careers hub activity, and employer engagement opportunities. This included sharing best practice, collaborating with external partners and representing the organisation at regional and national events, such as the AELP National Conference. These experiences enriched my learning, strengthened my professional network and supported my development as a confident practitioner and advocate for apprenticeships.
Overall, these extra‑curricular opportunities have complemented my apprenticeship well, allowing me to develop broader skills, build professional relationships and feel connected to the organisation beyond my immediate role.
I was also supported to attend and participate in networking events, sector conferences, careers hub activity, and employer engagement opportunities. This included sharing best practice, collaborating with external partners and representing the organisation at regional and national events, such as the AELP National Conference. These experiences enriched my learning, strengthened my professional network and supported my development as a confident practitioner and advocate for apprenticeships.
Overall, these extra‑curricular opportunities have complemented my apprenticeship well, allowing me to develop broader skills, build professional relationships and feel connected to the organisation beyond my immediate role.
Recommendations & Advice
Would you recommend West Sussex County Council to a friend?
Yes
Why?
Yes, I would highly recommend West Sussex County Council to a friend, particularly as an employer that genuinely values apprenticeships and professional development.
Through my apprenticeship and subsequent progression, I have felt genuinely invested in and supported. There was a strong culture of trust and encouragement, with senior leaders recognising the value of apprenticeships and providing the time, flexibility, and autonomy needed to succeed. This support enabled me to fully engage with my qualification, apply learning directly to my role, and make meaningful improvements that benefited learners, colleagues, and my wider school community.
I was also encouraged to engage in additional professional opportunities, including networking events, sector conferences, and careers hub activity, which helped me build confidence, share best practice, and develop as an advocate for apprenticeships. The experience not only supported my professional growth but also enabled clear progression into a local authority role, where I now lead the lifecycle of apprenticeships across approximately 170 schools in West Sussex.
Overall, West Sussex County Council offers a supportive, development‑focused environment where apprentices are valued, challenged, and empowered to progress. It is an organisation that recognises the long‑term impact of investing in people and provides real opportunities to build a meaningful and rewarding career.
Through my apprenticeship and subsequent progression, I have felt genuinely invested in and supported. There was a strong culture of trust and encouragement, with senior leaders recognising the value of apprenticeships and providing the time, flexibility, and autonomy needed to succeed. This support enabled me to fully engage with my qualification, apply learning directly to my role, and make meaningful improvements that benefited learners, colleagues, and my wider school community.
I was also encouraged to engage in additional professional opportunities, including networking events, sector conferences, and careers hub activity, which helped me build confidence, share best practice, and develop as an advocate for apprenticeships. The experience not only supported my professional growth but also enabled clear progression into a local authority role, where I now lead the lifecycle of apprenticeships across approximately 170 schools in West Sussex.
Overall, West Sussex County Council offers a supportive, development‑focused environment where apprentices are valued, challenged, and empowered to progress. It is an organisation that recognises the long‑term impact of investing in people and provides real opportunities to build a meaningful and rewarding career.
What tips or advice would you give to others applying to West Sussex County Council?
My advice to anyone considering applying for an apprenticeship at West Sussex County Council is to approach the application with confidence, a willingness to learn, and a genuine interest in learning, and a desire to make a positive difference to residents.
When applying, be clear about why an apprenticeship appeals to you and how you are motivated to develop your knowledge and skills alongside working. Demonstrating curiosity and an understanding of how apprenticeships combine practical work experience with structured training will help your application stand out. It is also important to show an interest in local government and public services, including the impact that local authority work can have on communities.
I would also encourage applicants to be open‑minded about where an apprenticeship could lead. My own experience showed me that an apprenticeship can open up progression opportunities and provide a strong foundation for professional growth. Research the role, the service area, and the wider organisation, and be prepared to be asked questions about how you are keen to grow, adapt, and take on more responsibility over time.
If you are willing to engage fully with learning, take feedback on board, and make the most of the opportunities available, an apprenticeship at WSCC can be a genuinely career‑shaping experience.
When applying, be clear about why an apprenticeship appeals to you and how you are motivated to develop your knowledge and skills alongside working. Demonstrating curiosity and an understanding of how apprenticeships combine practical work experience with structured training will help your application stand out. It is also important to show an interest in local government and public services, including the impact that local authority work can have on communities.
I would also encourage applicants to be open‑minded about where an apprenticeship could lead. My own experience showed me that an apprenticeship can open up progression opportunities and provide a strong foundation for professional growth. Research the role, the service area, and the wider organisation, and be prepared to be asked questions about how you are keen to grow, adapt, and take on more responsibility over time.
If you are willing to engage fully with learning, take feedback on board, and make the most of the opportunities available, an apprenticeship at WSCC can be a genuinely career‑shaping experience.
Organisational Development Consultant (Level 3 Team Leader/Supervisor)
- Level 3 Apprenticeship
- Chichester
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