Benchmark 3

Pupils have different careers guidance needs at different stages. Careers programmes should help pupils navigate their concerns about any barriers to career progression. In addition, opportunities should be tailored to the needs of each pupil, including any additional needs of vulnerable and disadvantaged pupils, young people with SEND and those who are absent.

• A school and college’s careers programme should actively seek to challenge misconceptions and stereotypical thinking, showcase a diverse range of role models and raise aspirations.
• Schools and college’s should keep systematic records of the participation of pupils in all aspects of their careers programme, including the individual advice given to each pupil, and any subsequent agreed decisions.
• For pupils who change schools during the secondary phase, information about participation and the advice given previously should be integrated into a pupil’s records, where this information is made available. For learners in college, the records of participation and advice given should be integrated with those given at the previous stage of the learner’s education (including their secondary school), where these are made available. Records should begin to be kept from the first point of contact or from the point of transition.
• All pupils should have access to these records and use them ahead of any key transition points to support their next steps and career development.
• Schools and colleges should collect, maintain and use accurate data for each pupil on their aspirations, intended and immediate education, and training or employment destinations to inform personalised support.
• Schools and colleges should use sustained and longer term destination data as part of their evaluation process and use alumni to support their careers programme.

Why is Benchmark 3 important?

• Profound inequalities persist across education, employment sectors, and social backgrounds, significantly impacting both national productivity and individual wellbeing. Gender imbalances remain stark in certain professions—such as engineering, beauty therapy, and gaming—while the gender pay gap is projected to continue until 2069 without intervention (figures from World Skills UK) 
• The Social Mobility Barometer Poll highlights how social mobility is perceived as limited, with many people believing that background, location, and class significantly determine life outcomes. Students express deep pessimism, highlighting the need for collective action from institutions and communities to promote equality.
• Those with learning difficulties and SEND students face major barriers, including low employment rates, higher exclusion and absence levels, and poorer academic outcomes.
• Access to higher education is also highly uneven, with progression rates varying dramatically between schools. Stronger, more inclusive careers and enterprise provision is seen as a key part of the solution.