The Gatsby Benchmarks

The Gatsby Benchmarks are a framework of 8 guidelines about what makes the best careers provision in schools and colleges.

The new guidance sets out some clear expectations and that all schools should be working towards achieving all 8 of the Gatsby Benchmarks.

“There is no single magic bullet in careers guidance; it is about doing a number of things – identified in our benchmarks – consistently well. Sir John Holman, Author of the Gatsby Report”

The 8 Gatsby Benchmarks are:

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 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 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 future career paths.

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 activities including visiting speakers, mentoring and enterprise schemes.

6.  Experiences of workplaces
   Every pupil should have experiences of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities.

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.