What good looks like
All students should understand the full range of learning opportunities that are available to them. This includes both technical and academic routes and learning in schools, colleges, universities and in the workplace.
- By the age of 16, every student should have had a meaningful encounter* with providers of the full range of educational opportunities, including sixth forms, colleges, universities and apprenticeship providers. This should include the opportunity to meet both staff and students.
- By the age of 18, all students who are considering applying for university should have had at least two visits to universities to meet staff and students.
- By the age of 18, or before the end of their programme of study, every student should have had a meaningful encounter with a range of providers of learning and training that may form the next stage of their career. This should include, as appropriate, further education colleges, higher education and apprenticeship and training providers. This should include the opportunity to meet both staff and students.
*A ‘meaningful encounter’ is one in which the student has an opportunity to explore what it is like to learn in that environment. This includes academic and vocational routes and learning in schools, colleges, universities and the workplace.
Provider access legislation
The provider access legislation is new guidance that comes into force from January 2023, which builds on Benchmark 7 and adds new specific requirements for schools. It is a key mechanism to further help learners understand and take-up, not just apprenticeships, but wider technical education options such as T-Levels and Higher Technical Qualifications.
The updated provider access legislation (PAL) specifies schools must provide at least six encounters for all their students:
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Two encounters for pupils during the ‘first key phase’ (year 8 or 9) that are mandatory for all pupils to attend
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Two encounters for pupils during the ‘second key phase’ (year 10 or 11) that are mandatory for all pupils to attend
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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
You will find more information on the legislation and support with promoting all pathways here.
Why this matters
- 26% of young people who received free school meals (FSM) in year 11 are not in education or employment (NEET) aged 18-24, compared to 13% of non-FSM students
- High achieving students from disadvantaged backgrounds are less likely to apply to higher education, attend a high-status university, or access high status professional jobs than similarly qualified peers from more affluent backgrounds
- FSM students make up only 16.7% of students in KS5 (16-18 years) academic pathways in comparison to 28% on vocational pathways Bit report
- 1,400 more students were in sustained EET during 2018/19 connected to the level of guidance provision that schools in the sample reported, compared to a scenario in which all schools had reported zero benchmark provision.
Careers Leaders:
Getting started with BM7
Refresh your knowledge and understanding of all pathways at key transition points:
Technical Education Pathways Resource (including options map and framework of qualifications A3 posters)
- Promoting All Pathways: Understanding the full range of learning opportunities at key transition points video resource.
Consider how you can share this information about pathways at key transition points with students, staff and parents/carers
- Coming soon: Staff Careers CPD Resource
- Help curriculum staff to understand pathways from their subject but sharing the My Learning, My Future Resources with curriculum colleagues
Refer to the Making it Meaningful checklist when planning any Benchmark 7 activity.
Training
All Careers Leaders require Outstanding training
For further support with Benchmark 1 register for our fully funded Careers Leader training
Download our Training Catalogue which includes all the information you need and a helpful comparison guide on the 11 high-quality Training Providers we work with. Here you will be able to choose the right course to suit you and your development, so that you can embed a successful careers programme in your school/college.
Once you have chosen the right course and Training Provider for you, you are all set to register!
Careers in Context: Can Do Approaches
Encounters with further education, higher education and training providers should have planned intent, delivery and impact of activities and sit within a progressive careers programme that supports positive student outcomes.
To include an activity under Benchmark 7, it must meet the following minimum requirements:
- Learning outcomes defined, based on the age and needs of students
- The encounter involves two-way interaction between students, appropriate provider staff and young people participating in this pathway
- There is evidence that the student actively participated
- There is evidence that the student has reflected on the experience and that it has shaped their thinking about future pathways
Opportunity:
- Online encounters can offer students and parents/carers the opportunity to engage with Further Education, Higher Education and training providers that they may not have considered visiting face to face.
- Students can start to learn about all pathways available to them at key transition points through employer encounters, experience of work and careers in the curriculum from Year 7. A multi-benchmark approach to employer encounters and experiences of work help students to develop their knowledge and understanding in context.
- Refer to Encounters with further and higher education for practical ideas from schools and colleges for achieving Gatsby Benchmark 7.
“If you think from a learner’s perspective, they often don’t know the connection between what they’re studying and the employment sector. There is a big jump from doing a course and being able to turn that into a pathway to a job. So bringing employers helps make the transition feel more real and accessible.”
Careers Leader, college
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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globalbridge
globalbridge is a unique platform, built by teachers, that helps young people evidence their talents, experiences and aspirations whilst also helping them connect with opportunities, regardless of their background.
HE Unboxed
Help students understand the range of opportunities available to them through Higher Education – and inspire them to continue learning at this level.
HSBC Resources
HSBC have a number of resources available to support young people when thinking about their career pathways from work experience opportunities to activities to support them in thinking about the different pathways into a career at HSBC.
Inspire Programme
Developed by The Leeds Trinity University.
The Inspire Programme provides activities and resources to support teachers and advisers in working towards the Gatsby benchmarks. This programme of presentations, workshops and activities is designed to inspire students to progress and succeed in higher education.
Key Facts About Independent Training Providers - 2021
The Key Stats 2021 publication contains a useful and informative overview of the Independent Training Provider sector and has been provided by the Association of Employment and Learning Providers (AELP).
Aspire - Information and advice to help sixth formers
Launched by the social mobility charity upReach, Aspire was created to encourage state school students all over the UK to aim high and broaden their career horizons. Aimed at Year 12 and 13 students, these resources provide detailed information about a wide range of career options that students from lower socio-economic backgrounds may have limited exposure to through existing networks.
Making it Meaningful: Benchmark 7
This resource supports Careers Leaders to embed encounters with providers of all routes available to students at key transitions within a progressive careers programme.
The following guiding principles will support an approach to Benchmark 7 and to Provider Access Legislation, whilst being aligned to Benchmarks 1 and 3 including setting aims, planning meaningful delivery and impact evaluation of activity.
To accompany this resource, watch the film to hear from educators, providers and young people about the impact these principles can have in a range of settings.
Morrisons opportunities
Developed by Catcote Academy this resource is part of the My Skills My Future programme. It contains a slide deck to showcase the opportunities available at Morrisons and is aimed at both SEND groups and AP/PRU.
My Learning My Future: Art and Design
My Learning, My Future is a suite of resources that has been developed in partnership with The Careers and Enterprise Company and Skills Builder to help you speak confidently about careers related to your subject as well as the various pathways and skills needed by employers.
My Learning My Future: Biology
My Learning, My Future is a suite of resources that has been developed in partnership with The Careers and Enterprise Company and Skills Builder to help you speak confidently about careers related to your subject as well as the various pathways and skills needed by employers.
My Learning My Future: Business Studies
My Learning, My Future is a suite of resources that has been developed in partnership with The Careers and Enterprise Company and Skills Builder to help you speak confidently about careers related to your subject as well as the various pathways and skills needed by employers.
My Learning My Future: Chemistry
My Learning, My Future is a suite of resources that has been developed in partnership with The Careers and Enterprise Company and Skills Builder to help you speak confidently about careers related to your subject as well as the various pathways and skills needed by employers.