Addressing the needs of each young person
Learners have different careers guidance needs at different stages. Careers programmes should help learners navigate their concerns about any barriers to career progression. In addition, opportunities should be tailored to the needs of each learner, including any additional needs of vulnerable and disadvantaged learners, young people with SEND and those who are absent.
What good looks like
A school, special school, college or provider's careers programme should actively seek to challenge misconceptions and stereotypical thinking, showcase a diverse range of role models and raise aspirations.
- Schools should keep systematic records of the participation of learners in all aspects of their careers programme, including the individual advice given to each pupil and any subsequent agreed decisions.
- For learners who change schools during the secondary phase, information about participation and the advice given previously should be integrated into a learner’s records, where this information is made available. Records should begin to be kept from the first point of contact or from the point of transition.
- All learners should have access to these records and use them ahead of any key transition points to support their next steps and career development.
- Schools, special school, college and providers should collect, maintain and use accurate data for each learner on their aspirations, intended and immediate education, and training or employment destinations to inform personalised support.
- Schools, special school, college and providers should use sustained and longer-term destinations data as part of their evaluation process and use alumni to support their careers programme.
The resources below are designed to support you with Gatsby Benchmark 3. To explore all of the Gatsby Benchmarks in greater depth, download the toolkit that best aligns with your setting.
This guidance provides Careers Leaders with steps to map and enhance their current careers provision that is underpinned by learning outcomes to support learners to make aspirational and informed decisions, make effective and sustained transitions and to develop career readiness skills.
Maintain detailed records of every pupil’s involvement in the careers programme, including any one-to-one advice they have received, and decisions made. This should include insights into career options, decisions and aspirations. For pupils with education, health and care plans (EHCPs), annual review information can also be included.
Collect accurate, up-to-date data on each learner’s aspirations and intended destination to inform personalised careers provision, particularly for learners at risk of disengagement/NEET. Ensure that systems include information and detail from any EHCP process or any other relevant multi-agency support.
Make effective use of your learners’ careers readiness data to identify disadvantage or vulnerability. Access this handy Future Skills Questionnaire (FSQ) Checklist for support with learner engagement and sharing the FSQ and the Help Centre article.
Use Compass+ to keep systematic records of learners’ participation in career activities, and advice given. Collect and analyse data on aspirations, destinations and career readiness to provide personalised support.
Organise activities that introduce learners to a wide range of role models and career paths from diverse industries and backgrounds. Actively challenge misconceptions and raise learners’ aspirations by presenting various career options. Use the Alumni section in Compass+, under the Interests and destinations tab in the Learner Profile, to record contact details and consent from learners who wish to join your alumni and contribute to the delivery of careers in your school or special school.
Education Leaders and Governors:
Education Leaders and Governors: For further information on each Benchmark, to support you in your role, please see the Education Leader, Secondary and College Governor Guides.
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I am a...
My Journey, My Future
This programme is focused on the different stages of transition experienced by young people on the journey from education to the world of work.
Engaging education leaders in the peer-to-peer review process
Resources to help you understand the value of taking part in a peer-to-peer review, or to support education leaders in engaging meaningfully with the process.
Line Manager Guide: Careers for Apprentices
A guide to support independent training providers working with employers to deliver high quality careers within apprenticeships. This short guide sets out how employers can help contribute to delivery, providing top tips for helping to meet the Gatsby benchmarks.
Support learners at risk of NEET
We have collated key resources and support for you to ensure that you can effectively support learners who are most at risk of not having a positive destination.
Supporting Every Step: Career Guidance for Those Working with Vulnerable Young People
We recognise that some groups, such as those from Gypsy Roma Traveller communities, Care Experienced young people, and young carers, may be at risk of not receiving an effective careers programme tailored to meet their specific needs. This guide provides educators, Careers Leaders, advisers, employers, and trusted adults with practical strategies to better support these vulnerable groups.
University Applications and Clearing
Guide students to the perfect university course with free resources from Trotman, designed to accompany HEAP 2027 – the leading university course directory!
Help your students navigate clearing with confidence and ease with our collection of free resources!
What’s your strength?® cards – Celebrating neurodivergent strengths
An interactive card activity made in collaboration with neurobox. The cards have been designed for neurodivergent individuals, or those who support them, to explore strengths; and organisations striving to be more neuroinclusive.
This is a costed resource.
Skills Builder Partnership Impact Directory
The Skills Builder Partnership brings together educators, employers and organisations around a common approach and mission: to support everyone to build the essential skills to succeed. The Impact Directory celebrates and shares the fantastic work of Skills Builder’s partners.
Post-16 Guidance for Recently Arrived EAL Learners
This guidance is designed for schools and organisations to share with their students in key stage 4 and has been translated into 10 languages including Arabic, Romanian, Ukrainian, Pashto, Dari and Chinese. It aims to support learners who have come from another country and are navigating the UK education system, particularly those aged 15 and above.
What is an Entrepreneur? SEND activity
Developed by the team in the Black Country Careers Hub this short resource is designed to support young people with SEND to understand what an entrepreneur is. This resource features in the My Skills My Future programme.
Support students to make a successful transition
We have collated key resources and guidance to help you effectively support learners navigate application and recruitment processes, ensuring that they make effective transitions towards their best next step.
Support students to pursue the BEST next step for them
We have collated key resource and support for you to ensure that you support students to identify the best next step for them.