What are the 8 Gatsby Benchmarks?

The College’s Careers Programmes have been developed to ensure that the eight Gatsby Benchmarks for Good Career Guidance are covered fully. The Gatsby Benchmarks were developed in 2014 to provide an evidence informed and practical definition of what good careers provision in schools and colleges really looks like. The Gatsby Foundation summarised this as eight benchmarks which are at the core of the College’s Careers Programme.

What does this involve?

At the heart of the Gatsby Benchmarks is supporting students with making informed choices about their future career pathways. This is achieved through students engaging with employers and the workplace and linking in with university/apprenticeship providers throughout their time at the College, including during lessons. It is important for them to develop an understanding of local and national labour market information and to have personal guidance tailored to their individual needs so that they can develop their career management skills and make informed and aspirational choices for their future.  We are proud of the achievements of our students and the excellent careers they embark on.

How do we meet these objectives?

The College regularly uses the Compass Careers Benchmark Tool from the Careers and Enterprise Company to regularly evaluate our careers provision against the 8 Gatsby Benchmarks. We are very proud of achieving 100% in 6 of the Benchmarks in our most recent evaluation and have an extensive action plan in place to ensure that we achieve 100% in all of them by the end of this academic year.

What are the benefits to using them going forward?

The Benchmarks provide a framework for ensuring that the College has a good careers provision based on international standards – it is therefore very important to ensure that they are at the heart of everything we do at the College to ensure that students make suitable career choices which fulfil their true potential.

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 pupils, parents, teachers and employers.

2- Learning from career and labour market information

Every pupil, 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 the best use of available information.

3- Addressing the needs of each pupil

Pupils have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each pupil. 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. For example, STEM subject teachers should highlight the relevance of STEM subjects for a wide range of career pathways.

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.

6- Experience of workplaces

Every pupil 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 pupils 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 pupil should have opportunities for guidance interviews with a Careers 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 pupils but should be timed to meet their individual needs. Paste content here. Then press OK.