I’m Graham, Director of WorkplaceHero. I’ve led training providers through Ofsted inspections, including taking provision from ‘Requires Improvement’ to ‘Outstanding’ with no areas for improvement identified. I’ve delivered government-funded bootcamps, apprenticeships and adult learning programmes, worked with over 500 employer partners, and supported thousands of students into work. My focus is simple: clear, evidence-led insights that help providers strengthen quality and prepare confidently for inspection.
The reflections I share are based on Ofsted’s published framework and toolkit as of September 2025. As this is a new framework currently moving through pilot inspections, some expectations may shift once reports and inspection routines are confirmed. Our approach is to stay agile, share what we know, and adapt advice as the sector gains more clarity.
If you were expecting the new Ofsted inspection toolkit to be full of explicit references to the Gatsby Benchmarks, you might have been surprised. The word Gatsby doesn’t actually appear at all.
But before you breathe a sigh of relief (or panic about ripping up your strategy), it’s worth looking at what’s actually there. Because while Gatsby isn’t named, the principles that underpin good careers information, advice and guidance (CIAG) are alive and well in the new framework. They’ve just been absorbed into Ofsted’s language about achievement, participation and development, and destinations.
This blog digs into how the new framework frames CIAG, how it overlaps with Gatsby, and what providers can do to ensure their careers guidance passes inspection — and, more importantly, actually supports learners to take meaningful next steps.
The new toolkit threads CIAG expectations across two evaluation areas:
Inspectors look at:
Whether learners “receive structured, tailored careers education and guidance that reflect their interests, aspirations and potential next steps.”
How well learners “understand the range of progression routes available to them” and whether they feel confident and prepared.
The extent to which careers guidance challenges misconceptions and stereotypes, ensuring equality of opportunity.
For 16–19 programmes, whether learners get meaningful work-related learning that meets statutory requirements.
At the expected standard, learners can generally make informed decisions about their next steps. At the strong standard, CIAG is embedded across the curriculum, tailored to individual contexts, and equips learners to move forward with confidence.
Achievement is not just about passing exams. Inspectors want to see that learners:
Progress to destinations that reflect their interests and goals.
Have acquired the skills and knowledge to avoid becoming NEET.
Are supported with transitions to work, further study or independent living.
In other words: it’s not enough to run a careers week or a couple of employer talks. The real measure is whether learners are actually getting to the destinations they aspire to — and whether your provision helped them get there.
The Gatsby Benchmarks are still widely recognised as the gold standard for CIAG in schools and colleges. While Ofsted don’t name them in the new framework, several benchmarks map directly onto the evaluation criteria.
For example:
Benchmark 1: A stable careers programme → Ofsted: structured, tailored careers education that is embedded across provision.
Benchmark 4: Linking curriculum to careers → Ofsted: CIAG should be woven through the curriculum, not bolted on.
Benchmark 5: Encounters with employers → Ofsted: meaningful work-related learning, especially for 16–19 programmes.
Benchmark 7: Encounters with further and higher education → Ofsted: ensuring learners understand a rangeof progression routes.
Benchmark 8: Personal guidance → Ofsted: tailored guidance that reflects individual aspirations and challenges stereotypes.
The message is clear: you don’t have to present a glossy “Gatsby compliance chart” to inspectors. What matters is whether learners can confidently answer questions like:
“What are my options after this course?”
“How do I know which route is right for me?”
“What experiences have helped me decide?”
In practice, strong careers guidance under the new framework will show itself in a few consistent ways.
Inspectors will talk directly to learners. The real test of CIAG isn’t what’s written in a policy, but whether learners say things like:
“I’ve had a careers interview and I know what steps I need to take.”
“I’ve spoken to employers and it’s helped me decide my next move.”
“I understand apprenticeships, university and work options — and what each involves.”
If learners shrug and say “I’m not sure,” that’s the warning flag.
Ofsted are looking for CIAG that reflects individual aspirations. That means:
One-size-fits-all PowerPoint presentations won’t cut it.
Learners on short adult courses may need different guidance than 16–19 students.
Apprentices should have tailored conversations about career progression within their sector.
Meaningful work-related learning is non-negotiable for 16–19 programmes. But across provision types, employer involvement is still a strength. Whether through guest speakers, live briefs, placements, or virtual encounters, learners need to see real industry contexts.
Ofsted are explicit: CIAG must help learners overcome misconceptions. That means proactively tackling assumptions about gendered careers, progression routes, or “suitable” options for disadvantaged learners. High expectations apply to everyone.
If careers guidance is going to come under closer scrutiny, it’s worth naming some common traps providers fall into:
The Gatsby checklist approach – “We’ve ticked all eight, so we’re fine.” Inspectors don’t want a compliance chart. They want to know what difference it’s making.
Last-minute careers fairs – a once-a-year event won’t convince anyone that learners are getting substantial guidance.
Generic sessions – a single presentation about “future options” doesn’t count as tailored guidance.
Destinations gap – learners might get lots of input, but if destinations data shows many still ending up NEET, that’s a problem.
Excluding some learners – adult learners, apprentices or those with SEND sometimes get overlooked because the focus is on 16–19 study programmes. Ofsted will notice.
So how do you build CIAG that stands up to inspection — and, more importantly, serves learners well?
Ask teaching staff to identify opportunities to connect subject content with real-world careers. For example:
Maths tutors using financial modelling tasks.
Health and social care programmes linking theory to NHS pathways.
Digital courses setting live projects with employers.
This makes careers guidance part of learning, not an afterthought.
Bring in employers regularly, not just for open days. Consider:
Guest lectures or Q&A panels.
Industry projects or competitions.
Job shadowing or micro-placements.
Even virtual employer encounters can be powerful if well-structured.
Think carefully about context:
Adult learners may need support re-entering the workforce after a career break.
Apprentices need clarity on progression routes within their industry.
SEND learners may need highly personalised guidance linked to independence and supported employment.
Tutors are often the first people learners turn to. Make sure they have the knowledge to signpost effectively and challenge stereotypes.
Don’t just collect data for funding returns. Analyse where learners actually go — and use it to refine your careers programme. If lots of learners are stuck in temporary jobs, ask why. If progression into higher education is low in some courses, look for barriers.
To put it bluntly:
Needs Attention: CIAG is inconsistent, generic, or limited to a few events. Learners can’t clearly explain their options. Some groups (disadvantaged, SEND, adults) are overlooked.
Expected Standard: Learners generally know their options and receive coherent guidance. Careers education is structured, meets statutory requirements, and helps most learners make informed decisions.
Strong Standard: CIAG is embedded across provision, tailored to individual needs, and has demonstrable impact. Learners feel confident, prepared, and ambitious. Employers and stakeholders are consistently involved.
That’s the difference between getting by and getting praised.
So yes, Gatsby might have vanished from the Ofsted handbook — but don’t mistake that for careers guidance being less important. If anything, it’s more central than ever.
The real test isn’t whether you can produce a Gatsby grid. It’s whether learners themselves can say:
“I know my next step.”
“I feel ready for it.”
“I’ve had the right experiences to prepare me.”
Careers education, advice and guidance isn’t about ticking eight benchmarks. It’s about ensuring learners leave your provision not just with a certificate, but with a plan, a sense of direction, and the confidence to get there.
And that’s something worth aiming for — whether Gatsby gets a namecheck or not.