undue pressure on schools in the way they mark controlled assessments. A recurring theme in our interviews with schools was the pressure exerted by the accountability arrangements, and the extent to which it drives teachers to predict and manage grade outcomes" (para 6.3). Maybe there is a case, as Chris Cook of the FT suggests, for a finely graded score out of 100, given the problems attached to grading? The Education Select Committee asked those providing evidence for its hearings on careers guidance in schools about the overall coherence of the careers guidance offer to young people.  A number of organisations delivered written evidence, see link. CfBT Education Trust , which has a strong track record in providing careers advice  and guidance to young people,  including through Connexions, said  in its   written response to this question : 'There is none. It is more random than a postcode lottery, depending on not only the school you are at but also the local authority area you live in. If there are over 6000 schools in England then there will be over 6000 varieties of delivering the new duty as the guidance is so woolly and the enforcement non existence. Furthermore there will be 147 different varieties of support for students when they leave school as each local authority will manage their services differently, giving no coherent picture for a young person who moves from one area to another.' Prospects (also giving oral evidence) largely concurred. It stated, in its written evidence: 'Sadly