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Guidance for Employers: Gatsby Benchmark updates

The Gatsby Benchmarks is a renowned framework of eight benchmarks that define what world class careers provision in education looks like for schools, special schools and colleges. A lot has changed in the past decade: technological advances, innovation in education and major shifts in the labour market. Now, the Gatsby Benchmarks have been updated to ensure the framework is fit for the future.

To effectively support education institutions with these updates, you can use ourÌýEmployer Standards framework which has been designed for employers to maximise their careers education outreach impact.Ìý

To help you understand what these updates mean, below we have outlined the key changes and have included real-world, inspirational examples of what this could look like in practice for employers.

The Gatsby Benchmarks & statutory guidance

Understand the updated benchmarks,  watch a video outlining the key changes and access summaries of statutory guidance.

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Sections: Gatsby Benchmark updates

Gatsby Benchmark updates

Gatsby Benchmark 1: A STABLE CAREERS PROGRAMME

Updates to benchmark 1 reflect the positioning of careers at the heart of education and senior leadership and supports whole institution approach led by a trained ÌúÅ£ÊÓƵ Leader. ÌúÅ£ÊÓƵ programmes should now detail how parents and carers will be engaged throughout, as key influencers of young people’s career decisions.

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What does this mean for me?

Employer example
  • Employers who have volunteers from their business working with ÌúÅ£ÊÓƵ as Enterprise Advisers will be able to support the institution to ensure that ÌúÅ£ÊÓƵ is on the senior leadership agenda and embedded and that they have reviewed how they are engaging parents and carers.
  • They can also support schools and colleges that are completing an Internal Leadership Review of their careers programme with a focus on Theme 5 of the review: ‘Encounters with employers & experiences of the workplace’
  • All employers should be able to ask institutions how they could include parents and carers in their careers education outreach.

Amanda Stevenson-Bate from Alstom has worked as an Enterprise Adviser since 2019 supporting the ÌúÅ£ÊÓƵ Leader at Derby Moor Spencer Academy to ensure that careers is high on the school’s leadership agenda. Building on initial activities, they gained the support of faculty heads, ensuring a cohesive approach has been taken on a schoolwide level. ÌýThis holistic way of working involves a wide variety of stakeholders including parents and carers.

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Gatsby Benchmark 2: LEARNING FROM CAREER AND LABOUR MARKET INFORMATION

Updates focus on learners, parents, and staff having access to good-quality, up-to-date information about future pathways, study options and labour market opportunities - making effective use of this information to ensure young people receive consistent support with their decision-making during each stage of education.

 

What does this mean for me?

Employer example

Employers and sector representatives can consider how to make information about pathways into their sector and labour market information available to young people.
  • Engineering UK provides guidance for key stakeholders outlining the different roles available in engineering and how to access them, including , , and which complements practical inspiration eg. .  
  • Lloyds Banking Group share information about roles of the future, in their sector and beyond, as part of their .

 

Gatsby Benchmark 3: ADDRESSING THE NEEDS OF EACH YOUNG PERSON

Benchmark 3 has been updated to include challenging misconceptions and offering opportunities to showcase a diverse range of role models, including alumni. The tracking and recording of learners’ careers programme participation, and effective use of destinations data and more, should inform tailored and personalised support for learners.  

 

What does this mean for me?

Employer example

When delivering meaningful encounters or meaningful workplace experiences, consider the relatability of the messenger and if you can actively challenge stereotypes and preconceptions. 

and South Gloucestershire and Stroud College hosted a Women in Construction Trades event at their Horizon 38 campus during National Apprenticeships Week, to inspire young women from across different college courses to explore careers in trade and management. First-hand knowledge and experience were shared by MCS female employees making waves in the construction industry - including current apprentices and recent graduates sharing their stories of progression opportunities. Learners networked with industry professionals and gained insights into the diverse career pathways available in construction.  

 

Gatsby Benchmark 4: LINKING CURRICULUM LEARNING TO CAREERS

Linking curriculum learning to careers has been updated to support a whole institution approach to careers ensuring young people learn about career links, progression routes, and the relevance of skills in all subjects. ÌúÅ£ÊÓƵ should also form part of ongoing development for all staff who support young people.Ìý

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What does this mean for me?

Employer example
  • Consider what materials you can share with schools and colleges to link the curriculum to careers in your sector. Ìý
  • Think about the support you can offer teachers or tutors with a meaningful encounter or workplace experience so they can link their subject to your work/sector/progression routes.

Examples of materials that employers have shared for teachers' use can be found in:

  • , a suite of resources developed in partnership with the ÌúÅ£ÊÓƵ & Enterprise Company and Skills Builder.
  • -Ìý a wide variety of subject related job profile contentÌý
  • - postcards about employees who use business and economics at work
  • - resources have created by English curriculum subject experts


Other employers have worked in partnership with education to create lessons that engage students in learning by placing teaching points in the context of the world of work.

Employers can also invite teachers into the workplace as part of inspiring them to link curriculum with careers. Learn more about teacher encounters.

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Gatsby Benchmark 5: ENCOUNTERS WITH EMPLOYERS AND EMPLOYEES

An updated definition of ‘meaningful’ for Benchmark 5 clarifies that young people should encounter employers of various sizes and specialisms, and could focus on workplace skills or what it takes to be successful, There should also be time for learners to reflect on their learning afterwards.

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What does this mean for me?

Employer example

Consider if the range of opportunities you offer meets the new definition of meaningful:
A meaningful encounter will:

  • Have a clear purpose, which is shared with the employer and the young person
  • Be underpinned by learning outcomes that are appropriate to the needs of the young person
  • Have opportunities for two-way interactions between the young person and the employer
  • Be followed by time for the young person to reflect on the insights, knowledge or skills gained through the encounterÌý

work with local schools to agree clear objectives for their careers education activities. These align with learning outcomes and involve extensive two-way interactions which help build the skills and knowledge of young people. Learning objectives are reinforced through post-activity work that allows for reflection and consolidation.

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Gatsby Benchmark 6: EXPERIENCES OF WORKPLACES

Pre-16 experiences of workplaces have been pluralised, rather than specifying a minimum requirement of at least one, highlighting the value of progressive experiences throughout a young person’s time in education.

A definition of 'meaningful' has now been added to experiences of workplaces and clarity that experiences can take many forms, including through visits to workplaces, work shadowing and/pr work experience. They clarify that virtual experiences can complement but not wholly replace in person experiences.

 

What does this mean for me?

Employer example

 

Consider whether you are offering experiences that align with your business needs?  

Pre-16, the updated guidance brings flexibility; could you consider offering a range of meaningful work experiences from a work visit to a short work experience of 2 to 3 days?

Review the meaningful definition; do your experiences align?  If not, consider what changes you may need to make. A meaningful experience will:

  • Have a clear purpose, which is shared with the employer and the young person
  • Be underpinned by learning outcomes that are appropriate to the needs of the young person
  • Involve extensive two-way interactions between the young person and employees
  • Include opportunities for young people to meet a range of different people from the workplace
  • Include opportunities for young people to perform a task set by the employer or to produce a piece of work relevant to that workplace
  • Include the employer providing feedback to the young person about their work
  • Be followed by opportunities for the young person to reflect on insights, knowledge or skills gained through their experience

The CEC’s ‘Provide Meaningful Opportunities: Workplace Experiences’ guide supports employers of all sizes and experience levels to provide meaningful workplace experiences. It includes practical ideas for flexible modern workplace experiences, inspirational videos, ready-to-use templates, evidence-based data, project brief examples, and FAQs. It’s available to employers on completion of the free Employer Standards self-assessment tool.

It includes examples from large employers like Lloyds Banking Group and Pwc as well as from SMEs such as:

  • Altimex

 

Gatsby Benchmark 7: ENCOUNTERS WITH FURTHER AND HIGHER EDUCATION

Benchmark 7 now explicitly includes independent training providers and technical education. An expanded definition of ‘meaningful’ encounters notes they should have a clear agreed purpose, with appropriate learning outcomes, and involve two-way interaction and the opportunity to meet both staff and learners.

 

 

What does this mean for me?

Employer example

 

If you provide technical education through placements or apprenticeships, either directly or via a training provider, consider how you could support the amplification of this.

A meaningful encounter will:

  • Have a clear purpose, which is shared with the provider and the young person
  • Be underpinned by learning outcomes that are appropriate to the needs of the young person
  • Involve a two-way interaction between the young person and the provider
  • Include information about the provider, such as their recruitment and selection processes, the qualifications that provider offers and the careers these could lead to
  • Describe what learning or training with the provider is like
  • Be followed by opportunities for the young person to reflect on the insights, knowledge or skills gained through the encounter

have created a unique training space in their premises - supported by housebuilding company Keepmoat - and in collaboration with Hugh Baird Further Education College to help bring to life the opportunities for local young people considering their next step. 

 

Gatsby Benchmark 8: PERSONAL GUIDANCE

Updates to Gatsby Benchmark 8 notes that key staff, including ÌúÅ£ÊÓƵ, ÌúÅ£ÊÓƵ Advisers, and SENCos, are encouraged to work together to ensure personal guidance is effective and integrated into the wider careers programme. Personal guidance meetings should be scheduled to appropriately to meet the needs of young people. Personal guidance arrangements should be accessible for young people and their parents.

 

No ask of employers