The 8 Gatsby Benchmarks of Good Career Guidance

The Government has introduced the following mandatory guidance for schools under which are called the Gatsby Benchmarks:

  1. A stable careers programme
    Every school and college should have an embedded programme of career education and guidance that is known and understood by students, parents, teachers, governors and employers.
  2. Learning from career and labour market information
    Every student, and their parents, should have access to good quality information about future study options and labour market opportunities. They will need the support of an informed adviser to make best use of available information.
  3. Addressing the needs of each pupil
    Students have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each student. A school's careers programme should embed equality and diversity considerations throughout.
  4. Linking curriculum learning to careers
    All teachers should link curriculum learning with careers. STEM subject teachers should highlight the relevance of STEM subjects for a wide range of future career paths
  5. Encounters with employers and employees
    Every student should have multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace. This can be through a range of enrichment activities including visiting speakers, mentoring and enterprise schemes.
  6. Experiences of workplaces
    Every student should have first-hand experiences of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities, and expand their networks.
  7. Encounters with further and higher education
    All students should understand the full range of learning opportunities that are available to them. This includes both academic and vocational routes and learning in schools, colleges, universities and in the workplace.
  8. Personal guidance
    Every student should have opportunities for guidance interviews with a career adviser, who could be internal (a member of school staff) or external, provided they are trained to an appropriate level. These should be available whenever significant study or career choices are being made. They should be expected for all students but should be timed to meet their individual needs.

We aim to ensure the following:

  • all of our students to understand the full range of opportunities available to them, to learn from employers about work and the skills that are valued in the workplace and to have first-hand experience of the workplace;
  • all students to get an excellent programme of advice and guidance that is delivered by individuals with the right skills and experience;
  • all students to get support tailored to their circumstances, with access to face-to-face advice.
  • all students to get the information they need to understand the job and career opportunities available, and how their knowledge and skills can help them in considering suitable careers.

Everyone in school has a role to play in ensuring young people and families are supported to develop and understand all available routes at the key point in time. Herne Bay High School has developed it’s practise In line with the Gatsby Benchmarks, which set out best practice for schools and we are always looking to develop workplace encounters across all years.

In line with the DFE Careers Guidance and Access for Education and Training Providers (Jan 23) and the updated Provider Access Legislation (Pal) (Jan 23) we aim to achieve a strong and stable careers program by achieving the Gatsby Benchmarks. We evaluate our Careers Programme annually and complete a Compass+ assessment in terms 2, 4 and 6 of each year.

Provider Access Legislations – sometimes known as the Baker Clause

Please click here for Policies page to read our Provider Access Policy

Introduced as an amendment to the Technical and Further Education Act 2017 and as set out in Section 42B of the Education Act 1997, the Baker Clause stipulates that schools must allow colleges and training providers access to every student in years 8-13 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. 

The updated provider access legislation (PAL) has now been enacted (Jan 23). It specifies schools must provide at least six encounters with approved providers of apprenticeships and technical education for all their students:  

  • Two encounters for pupils during the ‘first key phase’ (year 8 or 9) that are mandatory for all pupils to attend 
  • Two encounters for pupils during the ‘second key phase’ (year 10 or 11) that are mandatory for all pupils to attend 
  • Two encounters for pupils during the ‘third key phase’ (year 12 or 13) that are mandatory for the school to put on but optional for pupils to attend