Holsworthy Community College

Educating our future

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Holsworthy Community College feels that it is important to advertise all opportunities for our young learners to help them to develop their understanding of the possible pathways for their future. If you have any questions, please contact Mrs Cobbledick, Head of Careers at the school.


The Department for Education has recently updated its guidance and advice for schools, independent careers guidance must be provided in schools in England to all students in year 8 — 11.

  • It must be provided in an impartial manner — no bias or favouritism towards a particular education or work option
  • It should explore the range of education or training options — including apprenticeships and other vocational pathways
  • Advice should promote the students’ best interests

Good career guidance is critical if young people are to raise their aspirations and capitalise on the opportunities available to them. At Holsworthy Community College understand that every young person needs high-quality career guidance to make informed decisions about their future. We aim to raise awareness and confidence, increase motivation and broaden horizons. We help the students to look at preparing themselves for the opportunities, responsibilities and experiences they will encounter at school, in further education and in working life.

The Gatsby Benchmarks that we follow at Holsworthy Community College are a framework of 8 guidelines that define the best careers provision in schools and colleges.

Gatsby welcomes the release of the new government careers strategy and its adoption of the Gatsby Career Benchmarks.


The eight Gatsby Benchmarks of good Career Guidance are:




1. A stable careers programme

Every school and college should have an embedded programme of career education and guidance that is known and understood by pupils, parents, teachers and employers.

2. Learning from career and labour market information

Every pupil, and their parents, should have access to good-quality information about future study options and labour market opportunities. They will need the support of an informed adviser to make best use of available information.

3. Addressing the needs of each 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.

4. Linking curriculum learning to careers

All teachers should link curriculum learning with careers. For example, STEM subject teachers should highlight the relevance of STEM subjects for a wide range of future career paths.

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. This can be through a range of enrichment activities including visiting speakers, mentoring and enterprise schemes.

6. Experiences of workplaces

Every pupil should have first-hand experiences* of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities, and expand their networks.

7. Encounters with further and higher education

All pupils should understand the full range of learning opportunities that are available to them. This includes both academic and vocational routes and learning in schools, colleges, universities and in the workplace.

8. Personal guidance

Every pupil should have opportunities for guidance interviews with a careers adviser, who could be internal (a member of school staff) or external, provided they are trained to an appropriate level. These should be available whenever significant study or career choices are being made. They should be expected for all pupils but should be timed to meet their individual needs.