As the Careers Leader in a busy Berkshire secondary school, I identified early on that two key Gatsby Benchmarks required urgent attention: Benchmark 4, which focuses on linking careers within the curriculum, and Benchmark 6, which ensures students experience meaningful encounters with the workplace. Low employer engagement, inconsistent curriculum‑based careers learning, and limited parental awareness were all contributing to weaker Compass+ scores. It became clear that a more strategic and collaborative approach was needed to drive improvement.
Benchmark 4 presented several challenges. Careers links across subjects were inconsistent, and many teachers lacked confidence embedding careers into their lessons. Students struggled to understand how their subjects connected to real‑world pathways, and careers was often viewed as an “add‑on” rather than a shared whole‑school responsibility. Benchmark 6 brought its own difficulties, with employer engagement being unreliable and workplace exposure limited, particularly for disadvantaged students. Parents were not fully aware of the opportunities available, and Compass+ data showed only partial achievement of this benchmark.
To address these issues, I began by strengthening leadership and governance. I presented a detailed careers impact report to SLT and Governors, highlighting gaps in BM4 and BM6 and securing strategic buy‑in. This raised the profile of careers across the school and created the foundation for whole‑school improvement. To improve Benchmark 4, I delivered whole‑staff CPD focused on embedding careers links with minimal workload impact, introduced a careers‑in‑the‑curriculum framework, and supported subject leaders to map pathways, employer links and labour market information into their schemes of work. I also encouraged employers to contribute directly within curriculum lessons, helping students see the relevance of their learning.
For Benchmark 6, I recruited an Enterprise Adviser to help co‑design a structured employer engagement plan. Together, we built a pipeline of employers and created a clear calendar of encounters. I developed employer briefing packs, safeguarding guidance and event timelines to improve confidence and retention. Recognising the importance of parental engagement, I launched termly newsletters, updated the careers website, and hosted an information evening focused on apprenticeships, T Levels and local labour market insights. Disadvantaged students were prioritised for workplace visits and mentoring to ensure equitable access.
The impact of these actions has been significant. Students now demonstrate a broader understanding of apprenticeships, vocational routes and sector‑specific opportunities. Curriculum lessons have become more relevant and engaging due to stronger careers integration. The school’s Gatsby scores improved by 30%, with Benchmark 6 fully achieved and Benchmark 4 significantly strengthened. Careers is now a regular item on the SLT agenda, and departments are proactively seeking employer links.
Looking ahead, I plan to create department‑specific careers maps to fully embed Benchmark 4, expand the employer network to deepen sector partnerships for Benchmark 6, introduce FSQs, and develop on‑demand webinars to support parents who may struggle to attend events in person. Reflecting on the journey, I would engage SLT and Governors earlier, introduce employer briefing packs sooner, and use Compass+ data more strategically from the outset.
