Start Small, Dream Big: Proven Impact, Lasting Change

Children begin shaping their views of the world of work astonishingly early. By the age of six, they already hold assumptions about which jobs are for boys, and which are for girls.  

Left unchallenged, these stereotypes can narrow horizons and influence choices for years to come. 

That is why we partnered with Careers Hubs, schools in areas of high deprivation, employers, and Teach First to launch Start Small; Dream Big. This pioneering programme set out to investigate how career-related learning in primary schools could broaden horizons, build skills, and create the foundations for opportunity. 

Our final report from the pilot has now been published. It is both a celebration of what has been achieved and a call to ensure career-related learning continues to be a lasting part of primary education in England. 

What we set out to do 

Over three years, Start Small; Dream Big reached 1,394 primary schools, the vast majority serving disadvantaged communities. More than 1,000 employers supported the work, delivering 2,012 employer encounters for almost 200,000 pupils. These ranged from workplace visits and talks to classroom projects and career weeks. 

It was an ambitious undertaking, delivered through 20 regional Careers Hubs. The idea was simple but bold: if you give children the chance to meet real people in real jobs and equip teachers with the tools and confidence to bring careers into the classroom, you can change how children see their futures. 

What changed for children 

The impact on pupils was striking. Their knowledge of different types of work increased, as did their awareness of jobs beyond those in their families. Most notably, interest shifted away from “child-typical” roles, such as animal care and teaching, and toward business, finance, digital, and construction. 

Girls’ aspirations in business and finance grew by 31 per cent. Boys developed a new interest in administration and finance. Three-quarters of teachers observed fewer pupils limited by gender stereotypes when talking about future jobs. 

Perhaps most powerful are the stories from classrooms. Teachers described pupils who once said they wanted to be footballers or YouTubers now talking about engineering, law or design. One teacher reflected that their school now had “career links for every subject in the National Curriculum,” helping children connect their learning with the world beyond school.  

What changed for employers and parents 

Employers discovered the value of working with younger pupils. An impressive 93 per cent said they would continue engaging with primary schools after the pilot. Teachers consistently described these encounters as “bringing learning alive,” making jobs feel tangible and possible. 

Parents also began to engage more. The proportion of parents aware of a careers programme at their child’s school rose from 35 per cent to 45 per cent across the waves. More parents reported talking to their children about jobs, and with greater awareness of bias and opportunity. 

This matters. When parents and employers are involved, the message to children is reinforced at home and in the community, not just in school.  

What changed in schools 

At the start of the pilot, almost none of the schools had a formal careers strategy but by the end, 73% had implemented one. Before the pilot, only 17 per cent of schools had careers embedded into their curriculum. By the close, 60 per cent had done so. We also saw senior leadership engagement rise from 46 per cent to 81 per cent. 

These are not minor improvements. They represent a wholesale change in how primary schools think about careers. Teachers also reported notable growth in their skills and confidence, with professional development from Teach First proving transformative. They felt 21 per cent better able to identify the essential skills pupils need, and 14% more confident in explaining how bias and stereotypes influence career choices. 

In short, careers education moved from being an add-on to being part of the fabric of school life. 

Why it matters now 

The pilot has proven the promise of career-related learning in primary schools. It has shown that schools can and will embrace this agenda, that employers are keen to play their part, and that children benefit in measurable and lasting ways. 

It has also revealed the conditions needed for success. Schools need structured support, high-quality professional development and local networks to make this work stick. Careers Hubs proved vital, acting as brokers and creating communities of practice where schools could share ideas and resources. 

The challenge now is momentum. Many schools began this journey from a very low baseline. Sustained support will be essential to keep career-related learning alive in primary classrooms and extend it to those schools not yet engaged. 

Looking ahead 

Building on the pilot, the Careers & Enterprise Company will expand access to CPD and resources through our Digital Academy and Primary Platform. A new National Primary Community of Improvement will bring together all Careers Hubs to embed effective practice across the country.  

Following the success of our secondary school and college Careers Impact System Maturity Model, we will develop a clear impact model that defines how CRL should be implemented in primary settings, allowing schools and Hubs to measure progress and build on what works.  

The vision is clear. Every primary-aged child, no matter their background, should have the chance to see the widest possible range of futures ahead of them. By doing so, we help them keep their horizons open for as long as possible, setting them on a path to fulfil their talents and take their best next step.