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Assessing Impact
Herne Bay High School will assess the impact of its careers programme on students through the following activities:
- Conduct a Compass+ evaluation of the school’s progress towards the 8 Gatsby Benchmarks. This will be completed three times a year and include input from the Careers Lead, our Enterprise Co-ordinator (from the Careers and Enterprise Company) and our careers link governor.
- analysing destinations data in line with activities that students have taken part in while at school.
- DFE school’s performance figures are published in Term 2 16 to 18 - Herne Bay High School - Find school and college performance data in England - GOV.UK (find-school-performance-data.service.gov.uk)
- In Term 1/2 students will complete an annual student survey (the Future Skills Questionnaire) to help us to identify and plan around gaps in their knowledge and confidence around careers education and the options available to them.
- Student evaluations and feedback will be sought after key events.
- Staff feedback will be conducted annually in term 4 to identify requirements and opportunities for Continuing Professional Development.
- The views of parents will be surveyed after key events e.g. The Careers Fair, Careers information evenings, Work Shadowing Day, Year 12 Work Experience and so forth.
- Employer and staff feedback will be surveyed after key employer encounters where appropriate.
Key findings from the Future Skills Questionnaire
The Future Skills Questionnaire (FSQ) is a tool to measure learners’ career-readiness.
The questions are mapped against the Gatsby Benchmarks and there are a variety of questions:
- Starting Secondary (Year7)
- Transition from Key Stage 3 (Years 8 and 9)
- GCSE Years (Years 10 and 11)
- Post 16 Study (Years 12 and 13)
The FSQ is completed towards the end of Term One by all students in school and the outcomes are as follows:
Completion Rates by Year Group
| Year Group | 2023-24 | 2024-25 | 2025-26 | Change (24/25→25/26) |
|---|---|---|---|---|
| Year 7 | 5% | 66% | 73% | + |
| Year 8 | 6% | 65% | 85% | + |
| Year 9 | 17% | 77% | 59% | - |
| Year 10 | 14% | 82% | 79% | - |
| Year 11 | 3% | 85% | 86% | + |
| Year 12 | 30% | 31% | 90% | + |
| Year 13 | 36% | 36% | 79% | + |
| Total | 11% | 69% | 77% | + |
Progress: Overall completion rose from 69% to 77%, with notable gains in KS5 (Years 12-13).
Positivity Trends in Survey Response
| Career Knowledge and Skills | |||
| Stage | 2024-25 Positivity | 2025-26 Positivity | Change |
|---|---|---|---|
| Year 7 | ~50% | 50% | No Change |
| Year 8 | 46% | 47% | + |
| Year 9 | Similar to Y8 | 51% | + |
| Year 10 | Higher than Y9 | 65% | + |
| Year 11 | Improved | 67% | + |
| Year 12 | Mixed | 71% | + |
| Year 13 | Highest | 74% | + |
| Essential Skills for Life and Work | |||
| Stage | 2024-25 Positivity | 2025-26 Positivity | Change |
| Year 7 | Higher than Part 1 | 69% | No Change |
| Year 8 | Lower than Y7 | 57% | + |
| Year 9 | Similar to Y8 | 61% | + |
| Year 10 | ~60% | 67% | + |
| Year 11 | 66% | 68% | + |
| Year 12 | Mixed | 71% | + |
| Year 13 | Highest | 74% | + |
Progress: Positivity increased across nearly all year groups, especially in KS4 and KS5, indicating growing confidence and understanding.
Key Thematic Developments
| Theme | 2024-25 | 2025-26 | Progression |
|---|---|---|---|
| Confidence in Decision-Making (Q7) | Persistently low across years | Still low by improving slightly | Needs targeted support |
| Understanding Recruitment (Q19) | Weak across all years | Still weak, even in KS5 | Action needed: workshops, real-world exposure |
| Awareness of Pathways (Q13, Q15) | Strong in Y10-13 | Maintained or improved | Continue reinforcing |
| Essential Skills (Teamwork, Communication) | Strong in Y7, dips in KS3 | Recovered in KS4, strong in KS5 | Positive trend |
| Leadership & Strategic Thinking | Underdeveloped | Still weak in KS5 | Needs structured development |
Reflections & Insights
- KS3 remains a critical intervention point: Positivity dips in Years 8-9 suggest the need for simplified language, interactive resources, and early exposure to career concepts.
- KS4 and KS5 show strong progression: Reflects the impact of targeted careers education, talks, and real world preparation.
- SEND inclusion successful: Standard questionnaires were accessible, with no need for adapted versions.
- New addition in 25/26: Integration of Equalex-aligned questions to evaluate work experience impact - a step toward measuring real-world readiness.
Actions Taken or Recommended
| 2024-25 | 2025-26 |
| Embed FSQ in lessons (English, PE, PSHEE) Improve KS5 Engagement Adapt language in careers education Maintain current delivery model No SEND adaptaion needed | Continued and improved delivery Achieved with significant increase Emphasise further Added new touchpoints (eg mentor time) Continued standard use Introduced Equalex questions for work experience Targeted support for Q7 and Q19* Celebrate post-16 success to motivate younger years |
* Question 7 - Do you know any trustworthy websites that can help you decide what to do in the future?
Question 19: (Year 7) - Solving Problems, bu thinking about the positives and negatives of different options;
(Year 8-9) - Planning a complex task by considering a range of options;
(Year 10-13) - Do you know about different types of recruitment and selection processes, including interviews and assessment centres?
Future Skills Questionnaire Case Study
Key findings from our destinations data for our 2024 school leavers
Please note – this data is published by the Department for Education with a two-year lag so that these are sustained destinations. That means that these are placements that students stayed in successfully for at least 6 months after starting.
