Gatsby Benchmarks
The Gatsby Benchmarks are a framework of eight evidence-based standards that define "world-class" career guidance for young people in schools and colleges in England. Developed by Sir John Holman for the Gatsby Foundation and launched in 2014, they are now central to the UK government's statutory guidance.
Following a 2024 review, the benchmarks were updated to reflect technological advancements, labour market changes, and to place a stronger emphasis on inclusion, with the updated, refined framework launched for schools and colleges to follow from September 2025.
Following these updates the Careers and Enterprise Company have created updated toolkits to support schools and colleges in their implementation of the new standards.
Click here to Explore the toolkits
Or have a look at our overview of the 8 Gatsby Benchmarks Below
Benchmark 1: A stable career programme
- Every school and college should have a structured careers programme that has the backing of the senior leadership team.
- There should be an identified trained person responsible for it.
- It should be published on the school’s website and accessible to pupils, parents, teachers and employers.
- The programme should be evaluated with feedback from pupils, parents, teachers and employers.
Benchmark 2: Learning from labour market information
- By the age of 14, all pupils should have accessed and used information about career paths and the labour market to inform their own decisions on study options.
- Parents should be encouraged to access and use information about labour markets and future study options to inform their support to their children.
- An informed adviser can help them make the best use of available information.
Benchmark 3: Addressing the needs of every 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.
- A school’s careers programme should actively seek to challenge stereotypical thinking and raise aspirations.
- Schools should keep systematic records of the individual advice given to each pupil, and subsequent agreed decisions. All pupils should have access to these records to support their career development.
- Schools should collect and retain accurate data for each pupil on their education, training or employment destinations for at least three years after they leave the school.
Benchmark 4: Linking curriculum learning to careers
- By the age of 14, every pupil should have had the opportunity to learn how the different STEM subjects help people to gain entry to, and be more effective workers within, a wide range of careers.
Benchmark 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.
- Every year, from the age of 11, pupils should participate in at least one meaningful encounter*with an employer. A ‘meaningful encounter’ is one in which the student has an opportunity to learn about what work is like or what it takes to be successful in the workplace.
- This can be achieved through a range of enrichment activities including visiting speakers, mentoring and enterprise schemes.
Benchmark 6: Experience of workplaces
- By the age of 16, every pupil should have had at least one experience of a workplace, additional to any part-time jobs they may have.
- By the age of 18, every pupil should have had one further such experience, additional to any part-time jobs they may have.
Benchmark 7: Encounters with FE and HE
- By the age of 16, every pupil should have had a meaningful encounter* with providers of the full range of learning opportunities, including sixth forms, colleges, universities and apprenticeship providers. This should include the opportunity to meet both staff and pupils.
- By the age of 18, all pupils who are considering applying for university should have had at least two visits to universities to meet staff and pupils.
*A ‘meaningful encounter’ is one in which the student has an opportunity to explore what it is like to learn in that environment.
Benchmark 8: Personal Guidance
- Every pupil should have opportunities for guidance interviews with a Careers Adviser.
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