For Parents

Our Rationale

The Government’s Careers Strategy (December 2017) and Statutory Guidance, Careers guidance and access for education (October 2018) set out a long-term plan to build a world-class career system that will help young people and adults choose the career that is right for them. This statutory guidance has been updated to expand on the aims set out in the strategy to make sure that all young people in secondary school get a programme of advice and guidance that is stable, structured and delivered by individuals with the right skills and experience.

At Harrogate High School use the Gatsby Benchmarks, these are eight benchmarks of high quality careers provision which we use to develop and improve our careers provision and ensure that we fulfill legal duties to ensure we provide independent careers guidance and provide opportunities to a range of providers to inform pupils about technical education qualifications or apprenticeships.

What are the 8 Gatsby Benchmarks?

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.

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.

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.

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.

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.

6. Experiences of workplaces

Every learner should have first-hand experiences of workplaces 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, including academic, technical and vocational routes. This should incorporate learning in schools, colleges, independent training providers (ITPs), universities and in the workplace.

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 and other key staff to ensure personal guidance is effective and embedded in the careers programme.

Click here to see more on the Gatsby Charitable Foundation’s Benchmarks