From 4-5 to 17-18: Career-Ready – What Schools Must Do in Each Year Group

UK schools face a career readiness crisis. Only 5.8 out of 8 Gatsby Benchmarks achieved on average, 88% of teachers report inadequate training for careers delivery, and primary schools have no statutory requirement for careers provision during the critical ages 9-13 when stereotypes become fixed. Yet schools achieving all 8 benchmarks reduce NEET rates by up to 20% in disadvantaged areas, and students with 4+ employer encounters are 86% less likely to be unemployed.

The solution requires a whole-school, progressive approach from Reception onwards—not just KS4 intervention. Research shows children eliminate career options as early as age 6-8 based on gender stereotypes, and those without STEM aspirations by age 10 rarely develop them later. This means the window for effective intervention opens in primary school, yet most provision doesn’t begin until Year 7. This article provides year-by-year, evidence-based guidance for schools to build truly career-ready young people from ages 4-18.

The evidence for early intervention is overwhelming

Children form career ideas between ages 7-11 that closely mirror aspirations at age 17, according to Education and Employers’ Drawing the Future study of 20,000+ children. By age 9, many understand social status hierarchies and begin eliminating options they view as “not for people like me”—a process called circumscription. Gender stereotypes consolidate by ages 6-8, with children categorizing jobs as “for boys” or “for girls” and persistently excluding the “wrong” options. The ASPIRES project tracking 19,000 students found that those without STEM aspirations at age 10 are unlikely to develop them by age 14.

Yet UK primary schools face no statutory careers requirement. Only 2,200 of approximately 16,500 primary schools participate in the DfE’s £2.6 million pilot programme. This represents the single largest structural gap in UK careers provision—missing the critical window when intervention works best.

Reception (Age 4-5): Laying foundations through play

Developmental capabilities: Reception-age children think concretely and learn through imaginative play. They understand jobs are “held by grown-ups” and can recognize basic occupational differences through observable characteristics. This is Gottfredson’s Stage 1: Orientation to Size and Power.

What schools must do:

• Create diverse “jobs corners” with costumes and props representing varied occupations (architects, engineers, artists, software developers—not just doctor/nurse/police)
• Use story time with books like “Little People, Big Dreams” series showing diverse role models
• Invite parents for 10-15 minute “what I do” sessions showing breadth of careers
• Use role-play activities challenging stereotypes (“Boys and girls can do ANY job”)
• Introduce career vocabulary through play-based learning

Critical mistakes to avoid: Never direct children toward specific careers or make them feel they must decide. Don’t reinforce gender stereotypes through limited role model selection. Don’t rely solely on parents/immediate community—use platforms like Primary Futures to access diverse volunteers.

Evidence base: The “Scaling Up” study (370 primary schools, 10,000 pupils) found 84% of children agreed “boys and girls can do the same job” after career-related learning interventions, with disadvantaged children benefiting equally or more than peers.

Year 1 (Age 5-6): Broadening horizons before stereotypes solidify

Developmental stage: Year 1 represents Gottfredson’s Stage 2: Orientation to Sex Roles (ages 6-8). Children become acutely aware of gender stereotypes and begin ruling out jobs seen as inappropriate for their gender. Research shows this is the “longest-standing elimination factor”—these gender-based exclusions persist throughout life.

What schools must do:

• Integrate careers into curriculum topics naturally (Buildings topic → invite architect; Fire of London → firefighter discussing skills needed; Transport → meet train driver, pilot, engineer)
• Deliver 15-20 minute Primary Futures volunteer talks with counter-stereotypical role models
• Build job vocabulary (aim for 20+ different occupations by year end)
• Conduct skills recognition activities: “What skills do you need for this job?”
• Hold assemblies with diverse professionals from non-traditional backgrounds
• Use “People Who Help Us” theme expanded beyond traditional helpers

Link to Gatsby Benchmarks: This addresses Benchmark 4 (Linking Curriculum to Careers) and Benchmark 5 (Encounters with Employers) adapted for primary.

School example: Earlsfield Primary School, Wandsworth, embeds careers throughout curriculum by topic. During Year 1 Buildings topic, children become architects; during Great Fire of London, firefighters visit discussing skills needed.

Evidence: Drawing the Future research found less than 1% of children aged 7-11 knew about jobs from school visitors, representing massive missed opportunity. The 36% who based aspirations on people they knew showed limited horizons if networks were narrow.

Year 2 (Age 6-7): Expanding possibilities

Developmental milestone: By age 7, children have “realistic” rather than fantasy aspirations. They base career ideas 36% on people they know and 45% on TV/film/radio when they don’t know someone. This makes school intervention crucial for broadening horizons beyond limited networks.

What schools must do:

• Run structured Careers Week with multiple visitor sessions
• Introduce Skills Builder Essential Skills Framework (Listening, Speaking, Problem Solving, Creativity, Staying Positive, Aiming High, Leadership, Teamwork)
• Provide sector focus days (Healthcare, STEM, Creative industries)
• Use virtual job shadowing and “Day in the Life” videos
• Conduct parent-child career events engaging families
• Link term projects to workplace applications
• Organize “Take Yourself to Work Day” preparation

Progressive concepts: Jobs require different skills, education opens choices, jobs have changed over time (technology creates new roles), some jobs didn’t exist when parents were young, both creativity and practicality matter in careers.

Evidence: The Scaling Up study found 82% of Year 2 children agreed “I now understand how learning Maths/English/Science can be useful in many jobs” after career-related learning, with 80% agreeing “people like them” could do various jobs.

Challenge to address: By this age, gender stereotyping is pronounced. Drawing the Future showed 9 times more girls wanted to become teachers than boys, and 20 times more boys aspired to mechanics than girls.

Year 3 (Age 7-8): Self-awareness and exploration

Developmental focus: Children develop more sophisticated career ideas and can understand that jobs require different skills. However, gender stereotypes about jobs are now visible and influencing choices strongly.

What schools must do:

• Deliver “What’s My Line?” games with diverse volunteers
• Conduct drawing activities showing people in interesting jobs (analyze for stereotypes)
• Build career exploration through story books and curriculum links
• Identify skills in daily classroom activities explicitly
• Expand “People Who Help Us” beyond traditional roles
• Use CDI Framework Learning Area: “Grow throughout life” (self-awareness) and “Explore possibilities”

Appropriate career concepts: Understanding that people have different jobs, recognizing skills used in everyday activities, beginning to think about interests and preferences, understanding that learning connects to future opportunities.

Research insight: Gottfredson’s Stage 3 (Orientation to Social Valuation) begins around age 9, when children become aware of occupational prestige and start eliminating options based on perceived social class. Year 3 represents the last year before these social hierarchies significantly impact aspiration formation.

Year 4 (Age 8-9): Challenging stereotypes intentionally

Critical window: Age 9 marks when children abandon fantasy careers and become aware of constraints on futures. They begin understanding “high” and “low” status jobs and eliminating options outside their perceived “tolerable level boundary.”

What schools must do:

• Teach Holland Code introductory lessons (personality and careers)
• Implement “STEM Person of the Week” showcasing diverse professionals
• Arrange employer encounters with diverse role models (race, gender, class, ability)
• Create subject-specific “Job of the Week” displays
• Run enterprise activities (Young Enterprise Fiver Challenge)
• Integrate career exploration through curriculum (Romans topic: what jobs existed then vs. now?)
• Explicitly challenge stereotypes through discussion and counter-examples

Holland Code adaptation for primary: Realistic (hands-on/outdoor), Investigative (science/research), Artistic (creative/design), Social (helping/teaching), Enterprising (business/leadership), Conventional (organizing/data).

Evidence: The Primary Fund evaluation found career-related learning significantly improved understanding of subject relevance to jobs: 65% vs 38% for English, 76% vs 50% for Maths, 73% vs 42% for Science among participating schools.

Year 5 (Age 9-10): Building career literacy

Developmental shift: Children can now process abstract concepts and think systematically about connections between education and careers. They understand qualifications, training pathways, and begin grasping economic concepts like supply/demand.

What schools must do:

• Introduce Labour Market Information (LMI) through age-appropriate activities
• Run Careers Fair with 10+ diverse employers/professionals
• Deliver financial literacy lessons linked to careers (salaries, cost of living)
• Use Morrisby Aspirations or similar assessment tools
• Create careers portfolios documenting interests and skills
• Implement curriculum career connections across all subjects
• Organize workplace visits (virtual or in-person)

LMI for Year 5: Jobs growing/declining in your area, skills employers want most, education routes to different careers, average salaries in context (linked to financial literacy).

Implementation example: St. Monica’s Primary School runs termly “Career Connector” sessions where each subject teacher explicitly links their topic to 3 different careers, building understanding that all subjects open doors.

Year 6 (Age 10-11): Preparing for transition

Critical juncture: Final primary year before transition. Research shows aspirations formed by this age strongly predict those at 17. This represents the last opportunity for primary intervention before students enter secondary with established (often limited) career ideas.

What schools must do:

• Conduct transition-focused career activities with secondary schools
• Create “Future Me” projects exploring career aspirations
• Deliver workshops on secondary subject choices and career connections
• Run “Alumni Inspiration” sessions with former pupils
• Introduce basic CV/application concepts through projects
• Hold parent information evening on supporting career development
• Complete career readiness assessments documenting interests/skills

Transition programme example: Pupils create “Career Passports” documenting skills developed, careers explored, and aspirations formed throughout primary. These transfer to secondary careers teams, ensuring continuity rather than starting from scratch.

Research finding: The Education and Employers study found only 2% of primary children could name 5 jobs in construction beyond “builder”, despite the sector offering 180+ different roles—highlighting the need for systematic careers education.

Year 7 (Age 11-12): The forgotten year requiring urgent focus

The problem: Year 7 represents the most neglected year in careers provision. Schools often view it as “too early” for careers work, yet research shows this is precisely when intervention matters most. Students arrive with primary-formed stereotypes, face new subjects affecting future pathways, and begin option processes that close doors permanently.

Statutory requirements: Schools must provide independent careers guidance from Year 7 (extended from Year 8 in 2021). Provider Access Legislation requires schools to provide at least two encounters with providers of technical education or apprenticeships.

What schools must do:

• Appoint form tutor as careers champion for consistent support
• Deliver baseline careers assessment within first half-term
• Provide 1:1 careers conversation with form tutor/careers champion
• Run “100 Careers” programme exposing students to breadth of options
• Implement careers in the curriculum across all subjects from day one
• Organize at least 2 meaningful employer encounters per term
• Introduce Unifrog/Start Profile or similar platform for career exploration
• Begin Skills Builder or equivalent programme systematically
• Hold parents evening with careers focus explaining 5-year journey

Subject integration examples:

• English: Author visits, journalism workshops, exploring careers using communication
• Maths: Data analyst sessions, finance sector talks, “Maths in Real Life” displays
• Science: STEM ambassador programme, “Science Career of the Month”
• History: Heritage sector professionals, archaeology workshops, museum careers
• Geography: Environmental careers, urban planning sessions, GIS demonstrations
• Languages: International business focus, translation industry, cultural careers
• PE: Sports science, physiotherapy, leisure industry management

The 100 Careers Programme: Students encounter 100 different careers through various touchpoints—assemblies, subject lessons, displays, visiting speakers, career library, online platforms. Track exposure systematically to ensure breadth.

Critical intervention: Address gender stereotyping immediately. By Year 7, only 36% of girls are interested in STEM careers (compared to 57% of boys). Without intervention, this gap widens rather than narrows through secondary school.

Evidence: The Careers & Enterprise Company found schools with comprehensive Year 7 careers programmes showed 23% higher student engagement and 18% better academic outcomes by Year 9.

Year 8 (Age 12-13): Deepening understanding

Development focus: Students can now understand complex career pathways, make connections between current learning and future opportunities, and begin realistic self-assessment of strengths/interests.

What schools must do:

• Deliver options process with comprehensive careers input
• Provide group sessions on decision-making skills
• Organize subject taster sessions linked to careers
• Run “World of Work” week with employer challenges
• Introduce Labour Market Information sessions
• Begin tracking Gatsby Benchmark participation individually
• Offer optional 1:1 guidance for students needing support
• Create employer mentoring programmes for targeted students

Options process integration: Every options evening presentation must include career pathways. Subject teachers provide “Where can this take you?” handouts. Careers adviser available at all options events. Students complete careers assessment before choosing.

Provider encounters requirement: Minimum two encounters with FE colleges, apprenticeship providers, or technical education providers during Year 8, as per statutory guidelines.

Year 9 (Age 13-14): Making connections

Critical year: GCSE choices made, determining post-16 pathways. Students must understand implications of choices on future options. Research shows this is when many students, particularly from disadvantaged backgrounds, begin narrowing aspirations based on perceived barriers.

What schools must do:

• Ensure 100% receive at least one 1:1 guidance interview
• Deliver comprehensive LMI programme (local opportunities, growth sectors, skills gaps)
• Run workplace visits programme (minimum one per term)
• Introduce work-related learning projects in curriculum
• Begin CV building and application skills development
• Create careers library with prospectuses, guides, LMI data
• Organize careers fair with 20+ employers/providers
• Implement challenge programmes (Enterprise challenges, STEM competitions)

Targeted support: Identify students at risk of becoming NEET. Provide additional guidance, mentoring, and family engagement. Create Individual Career Action Plans for vulnerable students.

Evidence: Students receiving careers guidance in Year 9 are 3.4 times more likely to achieve five good GCSEs and progress to Level 3 study, according to Education and Employers research.

Year 10 (Age 14-15): Experiencing the workplace

Focus shift: From exploration to experience. Students need authentic workplace encounters to understand career realities, develop employability skills, and make informed post-16 decisions.

What schools must do:

• Deliver work experience programme (minimum one week)
• Provide preparation sessions: CV writing, interview skills, workplace behavior
• Ensure 100% receive updated 1:1 careers guidance
• Run mock interview programme with employers
• Organize post-16 provider visits (colleges, sixth forms, apprenticeship providers)
• Implement employer mentoring for disadvantaged students
• Create sector-specific masterclasses linked to GCSE subjects
• Begin UCAS/apprenticeship exploration sessions

Work experience best practice:

• Self-found placements where possible (develops initiative)
• Preparation programme covering expectations, health & safety, skills development
• Learning objectives set and reviewed
• Employer feedback forms completed
• Reflection sessions capturing learning
• Skills passport updated with evidence

Provider Access requirement: Two encounters with providers of technical education/apprenticeships during Years 10-11 combined (statutory requirement).

Year 11 (Age 15-16): Securing transitions

Critical outcomes year: Every student must have confirmed, appropriate post-16 destination. No student should leave without clear next steps and backup options.

What schools must do:

• Guarantee every student 1:1 guidance with qualified adviser (Level 6)
• Support all post-16 applications (sixth form, college, apprenticeships)
• Run application workshops: personal statements, interview preparation
• Provide targeted support for at-risk students (multiple interventions)
• Organize post-16 taster days and transition programmes
• Deliver financial awareness sessions (student finance, apprentice wages)
• Create contingency planning ensuring multiple pathways
• Track intended destinations and September Guarantee compliance

September Guarantee: Legal requirement that all 16-17 year olds receive suitable offer of education or training place. Schools must track and support until confirmed destination secured.

NEET prevention protocol:

• Identify at-risk students by December
• Provide intensive support (weekly contact)
• Engage parents/carers
• Link with local authority NEET prevention teams
• Create supported internships/traineeships as stepping stones
• Maintain contact through summer
• Warm handover to post-16 provider

Year 12 (Age 16-17): Building expertise

New challenges: Students face increased independence, specialization decisions, competitive application processes, and pressure to demonstrate “super-curricular” activities. Many underestimate the lead times for applications and preparation needed.

What schools must do:

• Provide comprehensive HE and Higher Apprenticeship programme
• Deliver UCAS application support from September
• Organize university visits and summer schools
• Create super-curricular programme linked to career interests
• Arrange work experience/internships in career field of interest
• Run workshops: student finance, accommodation, lifestyle management
• Provide Oxbridge/Medicine/Law specialist support where relevant
• Implement EPQ programme linked to career exploration
• Offer 1:1 guidance focusing on post-18 pathways

Work experience at KS5: Should be sector-specific, longer duration (2+ weeks ideal), linked to career aspirations, include project/presentation element, generate references for applications.

Higher and Degree Apprenticeship focus: Equal promotion with university. Employer engagement sessions. Application support equivalent to UCAS. Parents information on apprenticeship benefits/progression.

Year 13 (Age 17-18): Securing futures

Final push: Intensive support ensuring every student progresses to positive destination. Focus on successful transitions, not just applications.

What schools must do:

• Support UCAS applications to January deadline
• Provide interview preparation (university and apprenticeships)
• Deliver transition skills: independent living, financial management, wellbeing
• Create alumni network for mentoring current students
• Run “Plan B” sessions for insurance choices and Clearing
• Organize results day support with advisers present
• Track destinations and provide October follow-up
• Maintain contact with “gap year” students
• Support reapplication for those unsuccessful first time

Results day protocol: Careers adviser present 8am-6pm. UCAS Clearing support available. Apprenticeship vacancy information ready. College/training provider contacts established. Emotional support accessible. Parent/carer communication channels open.

Destination tracking: Contact all leavers in October to confirm destinations. Identify any NEET and refer to local authority. Use data to evaluate programme effectiveness. Share success stories with younger students.

Building your school’s three-year implementation plan

Year 1: Foundations and compliance

• Audit current provision using Compass Tool
• Appoint Careers Leader with protected time
• Join local Careers Hub (free support and resources)
• Develop written careers programme published on website
• Map careers to curriculum across all subjects
• Establish employer engagement strategy
• Create tracking systems for individual student participation
• Train all staff on careers in the curriculum
• Ensure Provider Access compliance
• Aim for 4/8 Gatsby Benchmarks

Year 2: Enhancement and embedding

• Implement work experience programme (Years 10-11 minimum, consider Year 12)
• Introduce Future Skills Questionnaire at key transitions
• Strengthen parent engagement with events, newsletters, resources
• Improve data systems for tracking individual student participation
• Recruit/commission Level 6 qualified careers adviser if not in place
• Join professional networks (CDI, Quality in Careers community)
• Target support for disadvantaged students and those at risk of NEET
• Aim for 6/8 Gatsby Benchmarks

Year 3: Excellence and sustainability

• Work toward Quality in Careers Standard external accreditation
• Achieve 7-8/8 Gatsby Benchmarks
• Build alumni network for mentoring and employer encounters
• Embed progressive careers from Reception onwards (even without statutory requirement)
• Publish annual careers impact report with destinations data
• Gather systematic feedback from students, parents, staff, employers
• Develop career leadership pipeline with staff succession planning
• Share best practice through Careers Hub and professional networks
• Continuously improve based on data, feedback, and research
• Integrate careers into broader school improvement (attendance, behavior, attainment)

The career-ready school: What Ofsted looks for

Ofsted assesses careers under Personal Development judgment area. Inspectors evaluate quality of careers information, education, advice, and guidance and how well it benefits pupils in choosing next steps. They specifically check:

• Implementation of provider access legislation (statutory duty)—always report where schools fall short
• Preparation of students for future success in education, employment, or training
• Provision of unbiased information about potential next steps
• High-quality, meaningful opportunities for encounters with world of work

Effective provision in inspections shows:

• Clear careers programme with published information and evaluation
• Strategic links to whole school improvement priorities
• Progressive activities appropriate to each year group
• Subject teachers linking curriculum learning to careers
• Regular, meaningful employer encounters and workplace experiences
• Impartial personal guidance from qualified advisers
• Systematic tracking of destinations with evaluation informing improvements
• Strong provision particularly in Year 7 and KS3 (common area of weakness)
• Equal promotion of academic and technical routes
• Effective collaboration with FE colleges and other providers
• Robust planning for students at risk of NEET
• Pupils able to articulate career plans and how they’re developing needed skills

The 2025 proposed framework changes will introduce report cards replacing single-word judgments, with 5-point grading scale and Personal Development and Wellbeing as one of six judgment areas. Careers will remain central to this assessment.

The transformation begins now

The evidence is unequivocal: comprehensive, progressive careers education from age 4 onwards transforms outcomes for young people. Schools achieving all 8 Gatsby Benchmarks reduce NEET rates by up to 20% in disadvantaged areas, students with 4+ employer encounters are 86% less likely to be unemployed and earn significantly more, and career readiness correlates directly with benchmark achievement.

Yet current provision falls short: only 5.8/8 benchmarks achieved nationally, primary schools have no statutory framework during critical ages 9-13, and Year 7 provision remains unclear and underdeveloped. The gap between what works and what schools actually deliver creates the career readiness crisis.

The solution requires whole-school transformation—not just a careers leader working in isolation. Senior leaders must prioritize careers with protected time and resources. All teachers must link subjects to careers. Schools must join Careers Hubs for free support. Qualified careers advisers must provide personal guidance to all students. Employers must engage meaningfully from Year 7 onwards. Parents must receive information and involvement opportunities. Primary schools must act voluntarily, not waiting for statutory requirements.

The year-by-year framework in this article provides evidence-based, practical guidance for implementation. Schools that follow this progressive approach—starting with Reception children exploring careers through play, building through primary with counter-stereotypical role models and curriculum links, expanding in KS3 with LMI and employer encounters, intensifying in KS4 with work experience and personal guidance, and culminating in KS5 with application support and workplace readiness—will create truly career-ready young people prepared for success in an uncertain economic future.

The choice is stark: continue with fragmented, late-stage intervention that fails too many young people, or transform to early, progressive, whole-school provision that research shows transforms life outcomes. For schools serious about social mobility, student outcomes, and preparing young people for future success, the transformation begins now—from 4-5 to 17-18, every year group, every student, career-ready.

---

Key Resources

Policy and Guidance:

• DfE Statutory Guidance: https://www.gov.uk/government/publications/careers-guidance-provision-for-young-people-in-schools
• Gatsby Benchmarks: https://www.gatsby.org.uk/education/focus-areas/good-career-guidance
• Ofsted Review 2023: https://www.gov.uk/government/publications/independent-review-of-careers-guidance-in-schools-and-further-education-and-skills-providers

Implementation Support:

• Careers & Enterprise Company: https://www.careersandenterprise.co.uk/
• Find Your Careers Hub: https://www.careersandenterprise.co.uk/employers/contact-your-local-careers-hub/
• Primary Futures Platform: https://primaryfutures.org/
• CEC Resource Directory: https://resources.careersandenterprise.co.uk/

Professional Development:

• Careers Leader Training: https://www.careersandenterprise.co.uk/careers-leaders/careers-leader-training/
• Career Development Institute: https://www.thecdi.net/
• CDI Framework: https://www.thecdi.net/write/CDI_Framework/CDI_framework_for_schools.pdf

Quality Assurance:

• Quality in Careers Standard: https://www.qualityincareers.org.uk/
• Compass Tool Support: https://careersandenterprise.zendesk.com/hc/en-gb
• Matrix Standard: https://matrixstandard.com/

Research Evidence:

• Drawing the Future Study: https://www.educationandemployers.org/research/drawing-the-future/
• Scaling Up Primary Careers: https://www.educationandemployers.org/research/scaling-up/
• CEC Evidence Reports: https://www.careersandenterprise.co.uk/our-evidence/
• Education Endowment Foundation: https://educationendowmentfoundation.org.uk/

For Parents:

• Talking Futures Campaign: https://www.talkingfutures.org.uk/
• National Careers Service: https://nationalcareers.service.gov.uk/
• Skills for Careers: https://www.skillsforcareers.education.gov.uk/