Having sequestered myself in the spare room (AKA my office) on two of the hottest days of the year, along with a fan and a supply of cherry Tango, I’ve reviewed the 2025 statutory guidance and compared them with the newly published version of the guidance.

Whilst at first glance there seems to be few concrete changes as in effect the legal duties are unchanged; the philosophy underpinning careers provision has shifted significantly. This of course will have an impact on when and how we deliver CEIAG (Careers education, information, advice and guidance) and once again force SLT to reevaluate the role of the Careers Leader. Hopefully, meaning a shift towards viewing the CL role as more far reaching and complex than it has previously been seen.

Executive Summary

The previous version was primarily focused on:

• Compliance

• Gatsby Benchmark achievement

• Provider Access Legislation

• Careers activities and encounters

The new version places much greater emphasis on:

• Impact rather than activity

• Careers leadership as a school improvement function

• Career readiness and essential skills

• Destinations and progression

• Equity and inclusion

• Strategic governance

• Preparation for the government’s work experience guarantee

Hooray! At long last, what I’ve been saying for years has been put into place. Careers education is being repositioned from a standalone programme to a mechanism for improving wider educational outcomes.

Major Changes

Careers Leaders are now Strategic Leaders

Under the 2025 Guidance the Careers Leader was expected to coordinate and manage the careers programme. Albeit the previous guidance said that :-

This was often ignored and I can’t tell you how many conversations I’ve had over the years about how much time away from teaching should be given to a teacher/CL.

You’re now a strategic leader

The new guidance sets out that the CL is responsible for input and outcomes that include:

• institutional improvement

• progression outcomes

• inclusion

• attendance

• employer engagement

• career readiness

How will this change affect me as a CL?

Firstly, it gives you the opportunity to build greater influence with SLT.

Secondly it presents a stronger case for dedicated time and resources.

However there is a possibility that CLs may be expected to influence whole-school priorities without additional capacity. This may well be the topic of an upcoming blog.

There are Stronger Governance Expectations

Under the 2025 version governors were expected to provide strategic oversight and appoint a link governor.

New Guidance

There is significantly more emphasis on the buck stopping with Governors and their role in:-

• accountability

• oversight of impact

• challenge and scrutiny

• strategic planning

What Should the Governors be Asking?

Careers Leaders should expect governors to ask:

• What difference is the programme making?

• What does destination data tell us?

• Which groups are underperforming?

• How are we evaluating impact?

This is a notable shift away from reporting activity counts. This places the onus on you as CL to ensure that your Governors and SLT understand this.

Outcomes Have Replaced Activities as the Primary Focus

The 2025 guidance introduced learning outcomes and programme evaluation, though many of us had one or both of those activities in place previously. Especially if your school held the Quality in Careers Award, about which the DfE says :-

I strongly recommend that if you’ve not already started to work towards an Award, you seriously consider doing so now as it will support you meeting the new guidance.

So What Do We Focus On Now?

The language around progression; career readiness; sustained destinations and learner development is considerably stronger. Thus we need to consider how we will measure and demonstrate the main benefits of CEIAG :-

• improved decision-making

• increased confidence

• broader aspirations

• successful transitions

I’ve seen enough social media posts about how to meet the expectations of the previous guidance’s requirement for encounters to know this is still an ongoing worry. However, we’re now going to have to consider not just how many encounters our young people have but also how we demonstrate their effect on our students.

It’s No Longer Just About Gatsby Benchmark Data

Whilst Gatsby is still central to the statutory guidance there are strengthened expectations around destination tracking; aspiration data; alumni engagement and learner records.

The updated guidance builds further on this, Thus meaning many schools will need better systems for recording destination analysis; alumni networks and learner career portfolios. I’ve no idea of what the CEC might be doing with Compass+ so I’d keep an eye out for changes in the coming weeks or months.

You may recall my post on record keeping from a short while ago

You’d do well to keep at the back of your mind that:-

Careers and Inclusion Are More Closely Connected

Previously there was already substantial content on: SEND; looked-after children; vulnerable learners and NEET prevention.

The DfE are gradually coming around to my way of thinking! The narrative increasingly positions careers as a tool for:

• social mobility

• reducing disadvantage

• supporting attendance

• improving engagement

This creates opportunities for careers leaders to work more closely with: SENDCOs; Attendance Leads; Designated Teachers and Inclusion Leads. This also adds to the message that the CL is a vital and respected member of the schools’ middle or senior leadership.

Work Experience Has Moved Up the Agenda

We all knew this was coming due to the Skills White Paper and various other announcements. So it’s no surprise that the updated version places much greater emphasis on preparing for delivery.

The Most Challenging Aspect

As I’ve been saying for a long time, (see my previous post on WEX) CLs need to be ahead of the curve on this and hopefully, if you’re a long term reader of my blogs you’ve had a chance to plan for:-

• increased employer capacity

• more workplace visits

• virtual experiences

• project-based employer activity, especially within subjects. See my previous post on this topic here

• extended encounters

Parent Engagement Is No Longer Optional Good Practice

The 2025 guidance strengthened expectations around parental engagement.

The updated guidance goes further by embedding parent engagement throughout careers provision.

Implications

Schools may need to provide:

• regular labour market updates

• progression briefings

• apprenticeship information

• parent workshops

rather than relying on a single annual event.

The Most Significant Change

The biggest change is not a new legal duty.

It is the move from asking:

“Have we delivered careers activities?”

to asking:

“Can we demonstrate that our careers programme improves learner outcomes, progression and life chances?”

For Careers Leaders, this is potentially positive. It elevates careers education from a compliance exercise to a recognised contributor to school improvement. The challenge will be developing the evidence, systems and leadership capacity needed to demonstrate that impact.

Paid subscribers have access to further content suggesting immediate actions to be taken to keep ahead of the changes in a time efficient manner. They will also be receiving resources such as a Governor briefing paper as well as acces to previous resources which also link to the updated guidance.

The CEC have also published a synopsis of the new statutory guidance you will find it here

Read more