How to review your careers guidance policy

What this policy needs to do

Clearly outline the statutory requirements

The policy should set out what the statutory requirements are when it comes to careers guidance, so everyone is clear on what needs to be done and what their responsibilities are. 

Key requirements include:

• Securing independent careers guidance from year 7
• Providing a minimum of 6 encounters with technical education or training providers to all pupils in years 8 to 13
• Being impartial and not showing bias towards any route, be that academic or technical (in line with the 'Baker Clause' – see page 6 of the DfE's statutory careers guidance)
• Publishing details of the careers programmes on the school/trust website (maintained schools must and academies should do this)
• Demonstrating how your school/trust is working towards the Gatsby Benchmarks

Read more in the DfE's statutory careers guidance.

Set out the careers programme for each Key Stage (KS)

Your policy might set out what happens when pupils are in different key stages. For example:

• KS3 may focus on supporting pupils in their planning and choices of GCSE subjects
• KS4 could help pupils research and understand their choices and routes into education and training
• KS5 is likely to involve supporting pupils in planning for their future, including university and alternative pathways

Key questions to ask school/trust leaders

How does the school's/trust's careers guidance align with national standards and benchmarks?

Your leaders might explain:

• How the programme aligns with national frameworks, such as the Gatsby Benchmarks, and any specific strategies they use to meet each benchmark
• How they adapt the provision to align with any change in national standards and benchmarks
• What processes the school/trust has in place to make sure the careers provision continually improves

See our article on careers guidance for a summary of the national standards and benchmarks.

What methods are used to assess and improve the effectiveness of careers guidance?

Your leaders might give details about:

• Feedback processes from pupils and parents – for example, through surveys or in a forum/coffee morning format
• How your school/trust uses data to track pupil outcomes – leaders might track the number of former pupils that are NEET (not in employment, education or training)
• The ways in which they adjust their careers guidance and programmes based on this feedback and data

How do you make sure careers guidance and advice is impartial and unbiased?

Your leaders could discuss their policy on remaining impartial, such as:

• What training careers advisors have access to
• How your leaders use external resources, such as working with universities, colleges or local businesses
• How they make sure a wide range of career options are presented to pupils

How does the careers guidance cater to the diverse needs and aspirations of all pupils?

Expect responses about:

• Personalised guidance plans
• Support for pupils with special educational needs (SEN)
• Strategies to inspire pupils from a variety of backgrounds, highlighting any partnerships with external organisations that help this
• The range of education or training options, including apprenticeships and other vocational pathways
• This is known as the ‘Baker Clause’, where schools/trusts shouldn’t show bias towards an academic or technical route, but instead help pupils understand the range of options available – for more detail see page 8 of the DfE’s guidance 

How are parents and carers involved in the careers guidance process?

Your leaders might describe how they communicate with parents, including through regular updates, workshops, and meetings. They might emphasise the role parents play in supporting their children's career choices. For trusts, leaders could explain how they make sure each school is engaging stakeholders effectively with the process.
 

Model policy for reference

This is not meant as a guide for writing your school's policy, as that will be done by your school's senior leaders. Use our model policy to give you an idea of what a good policy should look like.

Our model policy is from our sister service, The Key Leaders, and:

• Has been approved by Forbes Solicitors
• Is designed for your senior leaders to adapt to suit your school or trust's context

Model policy: careers guidance

See examples from schools

Mainstream schools

Ermysted's Grammar School in North Yorkshire outlines details of its careers programme in its careers policy. 

Its programme is delivered through: 

• PSHCE (personal, social, health and citizenship education) in years 7 to 13
• Workshops and special events, such as a biennial careers fair

Glenthorne High School in Sutton outlines the following in its careers policy: 

• The Gatsby Benchmarks
• Assessment
• External partnerships 

Special schools

Longcause Community Special School in Plymouth has a careers policy that outlines the: 

• Careers guidance pupils can access, including a dedicated Learning for Life curriculum and meetings with a careers advisor
• Organisation and logistics of provider visits

Fred Nicholson School in Norfolk has a careers policy that sets out:

• How the school implements its careers guidance programme
• A monthly timetable of careers activities