Education (Careers Guidance in Schools) Bill

Lord Shipley Excerpts

2nd reading
Friday 4th March 2022 Lords Chamber

[Lord Shipley (LD)]

My Lords, I agree entirely with everything the noble Baroness, Lady Morris, has said, particularly about one-to-one support for young people at the right time in the careers guidance they get. I welcome the Bill introduced by the noble Lord, Lord Lucas, and I wish it swift progress.

I had the privilege of chairing the Select Committee on Youth Unemployment last year, which reported in November and to which the government response is due very shortly. We received substantial evidence on the need to extend and deepen careers guidance in schools to broaden young people’s horizons, reduce gender stereotypes and boost social mobility. The Bill fulfils a small part of what we recommended by extending the duty to provide independent careers guidance in schools to include year 7 pupils and to extend it to all academies. In those respects, it represents an important step forward.

We reported that there was a lack of knowledge of occupations among young people, plus a lack of knowledge of employment requirements and opportunities—of apprenticeships, traineeships and progression routes. The Baker clause that gives a range of providers access to speak to pupils about technical routes and apprenticeships has been patchily complied with by schools, although there are signs that this may be improving. It is vital that it does.

The committee—and we will have the opportunity to debate its report on the Floor of the House soon I hope—concluded that careers guidance should be extended to primary schools. That is because children begin to think about their futures when they are as young as five or six. By the age of seven, life-defining decisions are being formed in their minds; by the age of 10, many have already made career-limiting decisions; and by 14, those decisions tend to be very firm. Children’s perceptions of what they could do are often based on where they live, who they know and what jobs those people do, the employment of their parents and friends, and their own education. We concluded that their education needs to become much more important as a factor.

At this stage, I draw attention to the North East Ambition career benchmarks primary pilot, involving 70 primary schools across the region, which has now reported on its second year. It was established by the North East Local Enterprise Partnership and is supported by the EY Foundation. There are eight benchmarks, adapted from the Gatsby benchmarks to a primary setting, incorporating curriculum learning linked to careers, visits and visitors, encounters with FE and HE, and personal guidance. The pilot has been successfully embedded. It has built capacity, is being extended to more primary schools and has shown how it can be replicated at scale right across the country, particularly in disadvantaged areas. It should be part of the Government’s levelling-up plans. If you level up people, you can level up places.

The Bill’s sponsor in the House of Commons, Mark Jenkinson MP, said on launching the Bill:

“Good careers advice is important to all children … But it’s really important that from as early an age as possible, we seek to set out the options.”


I agree. We have this Bill, but we need to go further. We need a framework for effective careers learning at primary level, teachers recruited and trained to lead in schools and a specific careers leader in every secondary school, as well as training for all middle and senior leaders in those schools. Careers education and guidance must not come too late to help a young person form proper judgments. They should not, for example, be obliged to choose their specialist subjects before they consider their hopes for employment. Young people should leave school in a position to succeed. That is what levelling up is about.