top of page

Gatsby Benchmarks

Our careers programme follows the eight Gatsby Benchmarks:

  • A stable careers programme

  • Learning from career and labour market information

  • Addressing the needs of each student

  • Linking curriculum learning to careers

  • Encounters with employers and employees

  • Experiences of workplaces

  • Encounters with further and higher education

  • Personal guidance.

 

A mixture of classroom and school-based sessions, external speakers, events and employer interactions ensure that students receive a well-rounded careers education.

 

We believe a successful careers programme should be measurable and that every activity should have a positive impact on students. Below is a more in-depth look at the Gatsby Benchmarks and we strive to meet them.

 

Read more about Gatsby

​
How we meet the Gatsby Benchmarks
​

​

​

Benchmark
Description
VTC School Practice
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 pupils, parents, teachers and employers.
PHSE lessons; events/talks publicised to students; Careers & HE Guidance; Careers briefing; Careers Guidance Interviews.
2. Learning from career and labour market information
Every pupil, and their parents, should have 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
UCAS support; ‘EBP & other talks; Careers & College; opportunities emailed to students; GCSE Options; UCAS discussions; use of Unifrog to selected pupils; Possible trip to UCAS Fair where required; ongoing advice given ad hoc throughout the year
3. Addressing the needs of each student
Pupils have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each pupil. A school’s careers programme should embed equality and diversity considerations throughout
We monitor students’ interactions with careers provisions during talks; leavers ‘destinations sheet’/transition forms; Unifrog Shortlists; College Open Days; emails from students/parents when students attend IMI & IPS/shadowing etc; Careers testing.
4. Linking curriculum learning to careers
All teachers should link curriculum learning with careers. For example, STEM subject teachers should highlight the relevance of STEM subjects for a wide range of future career paths.
During sessions; teachers own expertise and knowledge passed on to relevant students; Careers & College options.
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 activities including visiting speakers, mentoring and enterprise schemes.
‘Meet the Future’; Careers & HE Convention visits where required; EBP Life Skill sessions; any relevant opportunities for IPS & IMI shadowing offered to students; Activities sessions – DofE/volunteering /Squirrels Riding Stables.
6. Experiences of workplaces
Every pupil 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.
Activities week – DofE/volunteering/Squirrels Riding Stables; volunteering/shadowing.
7. Encounters with further and higher education
All pupils 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.
UCAS discussions; GCSE & College options talk & taster session; Careers & HE briefings; talks from career providers; visit to UCAS Fair where required; Mock Interview briefing and practice; Unifrog – selected students; College open day visits; Apprenticeship workshops and discussions.
8. Personal guidance
Every pupil should have opportunities for guidance interviews with a careers 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.
PSHE sessions; 1-2-1 sessions, GCSE provision; A Level briefings (as appropriate) Careers briefings; Careers guidance interviews.
bottom of page