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Gastby Benchmarks
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Gastby Benchmarks

Benchmark Requirements





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 students, parents, teachers, governors and employers. 


2. LEARNING FROM CAREER AND LABOUR MARKET INFORMATION  Every student, and their parents, should 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 STUDENT  Students have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each student. 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. 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 student 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 student 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 students 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 student should have opportunities for guidance interviews with a career 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. 



What are the Gatsby Benchmarks? In 2013, Sir John Holman researched what pragmatic actions could improve career guidance and subsequently he developed the Good Career Guidance Benchmarks. “Every young person needs high-quality career guidance to make informed decisions about their future.”He established a set of eight benchmarks that schools can use as a framework for improving their careers provision.

We at Cockshut Hill are working towards meeting all eight Gatsby Benchmarks by 2020, the table below is a self-evaluation taken by Compass (Careers Benchmark Tool) – July 2018;

No.  Gatsby Benchmark National Average% Cockshut Hill School (July 2018) % Cockshut Hill (July 2019) %
1 A stable careers programme 4% 64% 88%
2 Learning from career and labour market information 30% 0% 100%
3 Addressing the needs of each pupil 9% 85% 100%
4 Linking curriculum learning to careers 13% 50% 100%
5 Encounters with employers and employees 37% 100% 100%
6 Experiences of workplaces 39% 100% 100%
7 Encounters with further and higher education 8% 100% 100%
8 Personal guidance 46% 100% 100%


No.  Improving Gatsby Benchmark
1 A stable careers programme; A new careers delivery programme is now in place on the schools website, it is approved by the Senior Leadership Team and Governors.  To increase evaluation from all stakeholders – expected outcome 75% (Sept 2018) 100% (Jul 2019)
2 Learning from career and labour market information; To ensure ALL students receive LMI through tutor time/lessons/ASPIRE lessons and it is evidenced, to create promotional material and  implement through National Careers Week – expected outcome 60% (KS3 Mar 2019) 100% (ALL students by Sept 2020)
3 Addressing the needs of each pupil; Careers Team to increase attendance at Parental Engagement evenings, increase resource material in the schools library and careers room, increase promotion of a lunchtime careers drop in for Y9-Y11 and to work alongside all Achievement Leaders identifying aspirations – expected outcome 100% (Jul 2019)
4 Linking curriculum learning to careers; Careers Leader to work alongside Subject Leaders and create ‘Career Champions’ within departments, using National Careers Week effectively and attending STEM Event Big Bang Fair – expected outcome 100%  (Jul 2019)


Our careers programme is differentiated to suit the needs of our students. It is continually evolving – adding new events, assemblies, workshops and opportunities across all year groups. (For further details by year group, see ‘Careers Delivery Programme’ published on the school’s website)  In addition, to enable students to further enhance their knowledge and build on their employability skillset we have a series of ASPIRE ‘career specific’ lessons periodically throughout the academic year.

In acknowledgement of the statutory requirement, we appointed an external Independent Careers Adviser for ‘personalised’information, advice and guidance and written individual action plans – our main emphasis is for Year 10 and Year 11, however other year groups can use the ‘Lunchtime Drop In service’.

We are also committed in working in partnership with outside agencies (Further Education Colleges and Sixth Forms, Apprenticeship and Training Providers, Universities and Employers)

MEASURING SUCCESS:The Careers Leader will; undertake and assess feedback from all stakeholders on a regular basis, complete COMPASS the careers benchmark tool periodically throughout the academic year, liaise with the Careers & Enterprise Company representative and develop stronger links with our Business Enterprise Partners.