Gatsby Benchmarks

Carshalton Boys Sports College is committed to ensuring that every student is equipped with the necessary skills and knowledge to make informed choices and ensure successful choices and transition to viable and sustained education and employment routes.

However, the changing landscape of employment and careers, where adults now transition through many career pathways,  means  that students now need to be prepared for a personalised journey through learning and work. We will work to ensure that our young men and women have the necessary skills, attributes and attitudes to succeed as they move through these education and career phases.

For students to be prepared for the different stages of their education and careers, the following key areas will be the foundation of our Careers and Employability strategy:

Key Stage 3 - Developing reflective and curious learners, who have the confidence to explore and understand options and choices. Learners will be developing the transferable skills  required to “open doors”.

Key Stage 4 - Supporting aspirations and encouraging students to understand the exciting opportunities presented to them with 16+ pathways choices.  Learners will own and develop transferable skills that will be invaluable in managing education and career transitions.

Key Stage 5 - Widening horizons and challenging set thinking. Transferable skills are well developed and learners are reflective and proactive in their development. Cultural and social capital activities enhance the life chances of students. All students are encouraged to keep “open doors” to education and employment options.

In all stages employer engagement and awareness of options / choices will be fully embedded. The Careers and Employability Strategy will be fully embedded and integrated into school, being mapped and delivered within the curriculum, the pastoral programme and fully embraced by all stakeholders.

When using the Gatsby benchmarks, the main priorities identified will include the following:

  • Sustained and consistent monitoring.
  • Embracing employers in shared communications e.g. school website.
  • Delivery of Labour market Information to ensuring awareness of local and national demand. Providing parents with a toolkit to further enhance this awareness at home.
  • Developing aspirations free from bias e.g. stereotypical gender bias
  • Systematic recording of student experiences, students actively contribute to the log and update a reflect upon experiences
  • Expanding current good practice in destinations tracking to 3 Year tracking
  • A Careers and Employability Learning programme aligned with and delivered within the curriculum
  • Building Employer engagement into Year 7 for all students
  • Development of work shadowing programme / vocational encounter programme in Year 10.
  • Building on established programme for apprenticeships to include Higher Apprenticeships and Assessment Centres