The 8 Gatsby Benchmarks of Good Career Guidance
Key Themes of the (May 2025) Government review of education were as follows:
The Gatsby Benchmarks have been updated to embed the themes;
GBM 1 A stable careers programme
Every school should have an embedded programme of careers education and guidance that is known and understood by pupils, parents and carers, staff, governors, employers and other agencies.
GBM 2 Learning from career and labour market information
All pupils, parents and carers, teachers and staff who support pupils should have access to good-quality, up-to-date information about future pathways, study options, and labour market opportunities. Young people with special educational needs and disabilities (SEND) and their parents and carers may require different or additional information. All pupils will need the support of an informed adviser to make the best use of available information.
GBM 3 Addressing the needs of each young person
Pupils have different careers guidance needs at different stages. Careers programmes should help pupils navigate their concerns about any barriers to career progression. In addition, opportunities should be tailored to the needs of each pupil, including any additional needs of vulnerable and disadvantaged pupils, young people with SEND and those who are absent.
GBM 4 Linking curriculum learning to careers
As part of the school’s programme of careers education all teachers should link curriculum learning with careers. Subject teachers should highlight the progression routes for their subject and the relevance of the knowledge and skills developed in their subject for a wide range of career pathways.
GBM 5 Encounters with employers and employees
Every pupil 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 opportunities, including visiting speakers, mentoring and enterprise schemes, and could include pupils’ own part-time employment where it exists.
GBM 6 Experiences of workplaces
Every pupil should have first-hand experiences of workplaces to help their exploration of career opportunities and expand their networks.
GBM 7 Encounters with further and higher education
All pupils should understand the full range of learning opportunities that are available to them; including academic, technical and vocational routes. This should incorporate learning in schools, colleges, independent training providers (ITPs), universities and in the workplace.
GBM 8 Personal guidance
Every pupil should have opportunities for guidance meetings with a careers adviser, who could be internal (a member of school staff) or external, provided they are trained to an appropriate level. These meetings should be available for all pupils whenever significant study or career choices are being made. They should be expected for all pupils but should be scheduled to meet their individual needs. The careers leader should work closely with the careers adviser, SEND coordinator (SENDCO) and other key staff to ensure personal guidance is effective and embedded in the careers programme.
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 (May 25) 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