Careers Guidance

‘Unlocking North Yorkshire: A skills strategy for North Yorkshire’  identifies the need for our young people to be equipped for life and work in a strong North Yorkshire economy.  Key  strands of the strategy include

• for every learner to be given multiple locally relevant opportunities to connect to the world of work throughout their school life and

• high quality careers guidance in order that all pupils understand the local/national jobs market and 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

• ensuring  we maintain high aspirations and provide high quality opportunities to help disadvantaged and vulnerable learners overcome barriers to participation in learning and positive outcomes and/or employment post 16


The Gatsby Benchmarks  provide the framework for a quality Careers Guidance programme.  These have been the focus of the North Yorkshire Careers Guidance ’Progression for Success’ project and are now embedded within the National Careers Strategy (2017) and Statutory Careers Guidance for schools (2018)


Gatsby 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 students, parents, teachers,governors and employers.
  2. Learning from career and labour market information. Every student, 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.
  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.

Useful Documents

CDI Framework for careers, employability and enterprise education

DfE Careers Strategy  Dec 2017

DFE Statutory Guidance Jan 18 Careers Guidance and Access for Education and Training Providers

Good Career Guidance Report Gatsby 2014


The Leading Careers Guidance toolkit:

DfE Careers Guidance

The Careers and  Enterprise Company

The North Yorkshire Progression for Success Executive Summary Report:

The North Yorkshire full Progression for Success report: