
Gatsby Benchmarks
The Gatsby Benchmarks are a framework of 8 guidelines that define the best careers provision in schools and colleges. The School’s Careers Strategy is founded on them. As well as providing a framework for a holistic CEIAG programme across Year 7-11, these guidelines are also embedded within our curriculum and extra-curricular activities.
Research tells us that careers education is fundamental to school improvement – pupils are motivated when they know what they want to achieve in their lives and how to go about it.
The publication of Careers Guidance and Access for Education & Training Providers in January 2018 clearly states: “A successful careers guidance programme will also be reflected in higher numbers of pupils progressing to positive destinations such as apprenticeships, technical routes, sixth form colleges, FE colleges, university or employment.”
We measure and assess the impact of our careers programme through pupil and parent voice and through analysis of our destinations data. We also use the Compass Evaluation Tool, provided by the Careers and Enterprise Company, on a termly basis to evaluate the school’s careers programme against the benchmarks. A review of this information will take place in November 2021.
Find out more here: https://www.gatsby.org.uk/education/focus-areas/good-career-guidance

St John Fisher Catholic High School works with a range of external providers to meet each of these benchmarks:
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, governors, and employers.
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 the best use of available information.
3. ADDRESSING THE NEEDS OF EACH PUPIL
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.
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 pupil should have multiple opportunities to learn from employers about work, employment, and 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 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.
7. ENCOUNTERS WITH FURTHER AND HIGHER EDUCATION
All pupils should understand the full range of learning opportunities available to them. This includes both academic and vocational routes and learning in schools, colleges, universities, and in the workplace.
8. PERSONAL GUIDANCE
Every pupil should have opportunities for guidance interviews with a career adviser, who could be internal or external, provided they are trained to an appropriate level. These should be available whenever significant study or career choices are being made. They should be expected for all pupils but should be timed to meet their individual needs.