For Gatsby Benchmark 7, the updated statutory duty brings refinements rather than major changes, with moves from ‘best practice’ to expectations. It aligns with current policy, reflects the revised Gatsby Benchmarks, and clarifies expectations for delivery.
What the updated statutory duty/guidance now says about GB 7
- Applies to Y7–13 in schools and to college/ITP students up to age 18 (or 25 with an EHCP).
- Guidance must cover all academic, technical and vocational routes: apprenticeships, T Levels, HTQs and other approved technical options.
- Institutions must give impartial information to all students on all pathways, not just university, and plan encounters and experiences to reflect this full mix.
- Encounters must be meaningful (e.g., students meeting with staff, course exploration, apprenticeship insights). They must be well-prepared and follow up with reflection and guidance.
- Schools and colleges must embed this full spectrum of opportunities across their careers programme, ensuring academic, technical, vocational, and workplace-linked options are planned and delivered coherently and equitably.
How to achieve this
UCAS doesn’t just run the university application process. Whether on the website, or at an event, there’s a wealth of resources to help you and your students find out about further study and work options. And you can use their tools to help students get the most out of your careers programme.
1. Plan purposeful, high-impact encounters
Use tools like the UCAS Hub to find out about and alert students to open days, exhibitions, and events tailored to their interests. Build these into your careers calendar, prepare students beforehand, and use follow-up reflection tasks (including UCAS/Discovery evaluation prompts) to ensure each encounter is meaningful, not a one-off trip.
2. Broaden and enrich provider engagement
Go beyond your usual HE/FE contacts. Tap into the UCAS Discovery Tour to engage with a wide range of universities and colleges. All in one place, this saves you time, whilst enriching your programme with a variety of providers. Use UCAS’ Mission Cards during events to structure conversations and ensure students are actively engaging rather than passively browsing.
3. Prioritise inclusion and personalised pathways
Use UCAS Hub preferences and favourites to spot students’ interests early and tailor encounters to SEND, disadvantaged or hard-to-reach students. After events, encourage students to deepen understanding by speaking to current students via Unibuddy – a safe, easy way for them to ask real questions and get authentic insight into courses and campus life.
