Mentoring curriculum

Mentoring is not an add-on at Compass. It runs alongside academic tuition, helps address barriers to attendance and is shaped by each learner's Individual Learning and Development Plan and agreed route forward.

Our Mentoring Assessment and Intervention Framework sets out five programme strands, six weeks, two sessions each week. We turn identified barriers into positive, purposeful experiences, chosen with the young person and shaped around their strengths, interests, goals and pace.

A programme may follow one strand or draw carefully from several when that better reflects the learner's needs. Compass mentoring is educational, relational and developmental: it does not replace clinical assessment, therapy, social care, safeguarding intervention or specialist SEND provision, and needs beyond the mentor's competence are escalated promptly.

A Compass mentor encouraging a young person during a basketball activity

Full framework

The complete guide, including every six-week session plan and how we evidence progress.

Download our Mentoring Programme

PDF, 15 pages

The five mentoring strands

Each strand has a clear intended difference, the barriers it addresses and practical activities delivered across six weeks.

Confidence and Identity

The difference we want to see

The learner develops a stronger understanding of their abilities, experiences success and becomes more confident participating in unfamiliar activities.

This strand may help when

Low self-esteem, fear of failure, low motivation, negative self-image, limited aspirations and uncertainty about identity.

Example activitiesSix practical activities delivered across the programme

Build a one-page “All About Me” profile of strengths, interests and personal qualities.
Create an achievement timeline covering education, relationships, interests and everyday life.
Complete a confidence audit, then choose a meaningful six-week confidence challenge with a graded action plan.
Try something new: a practical, creative, sporting or community-based activity.
Complete a planned community task, such as asking for information, making a purchase or joining an activity.
Plan and lead part of a session, journey or project, then add the evidence to a personal achievement portfolio.

Emotional Wellbeing and Resilience

The difference we want to see

The learner improves emotional awareness, builds a practical wellbeing toolkit and becomes better able to respond to everyday challenges.

This strand may help when

Anxiety, low mood, anger, emotional dysregulation, perfectionism, difficulty coping with change, bereavement and limited emotional awareness.

Example activitiesSix practical activities delivered across the programme

Create an emotional vocabulary chart and identify how different emotions feel physically.
Map the people, places, activities and routines that support or reduce wellbeing.
Complete a trigger-and-response map using everyday examples.
Trial safe regulation activities and assemble a personalised toolkit the learner keeps.
Take part in a chosen physical, outdoor, creative or sensory wellbeing activity.
Prepare for a forthcoming change using visual information, staged preparation and contingency options.

Relationships and Community

The difference we want to see

The learner communicates more confidently, understands healthy relationships and participates more independently in community life.

This strand may help when

Social anxiety, isolation, friendship difficulties, bullying, communication needs, conflict, difficulty trusting adults and limited belonging.

Example activitiesSix practical activities delivered across the programme

Map family, friends, professionals, community connections and trusted adults.
Sort example behaviours into healthy, unhealthy and unsafe relationship categories.
Practise listening, turn-taking, expressing views and checking understanding.
Create a personal boundaries guide and practise respectful ways to say or respond to “no”.
Plan and complete a community visit — library, café, shop or leisure venue — with an agreed interaction.
Attend an interest-based group, club, class or organised community activity.

Engagement With Education

The difference we want to see

The learner rebuilds connection with education and their home school where appropriate, taking realistic, planned steps towards increased participation, transition or reintegration.

This strand may help when

EBSNA, prolonged absence, disengagement, negative educational experiences, academic anxiety, exclusion and loss of learning routine.

Example activitiesSix practical activities delivered across the programme

Create an education timeline identifying positive experiences, difficulties and significant changes.
Complete a learner-led assessment of environmental, emotional, social, sensory and academic barriers.
Trial different learning conditions and produce a personalised learner profile.
Begin an interest-led project that carries achievable learning activities inside it.
Design and trial a realistic weekly timetable with preparation and recovery time, then rehearse the journey to the setting.
Meet or contact an identified member of staff and agree how support will be accessed.

Independence and Future Readiness

The difference we want to see

The learner develops practical skills for everyday responsibilities and becomes better prepared for education, training, employment and adulthood.

This strand may help when

Poor organisation, limited routines or life skills, travel anxiety, weak self-advocacy, low financial awareness and uncertainty about post-16 options.

Example activitiesSix practical activities delivered across the programme

Complete a practical skills audit covering routines, travel, money, communication, self-care and future planning.
Create and trial a weekly schedule of appointments, learning, responsibilities and leisure.
Budget with realistic weekly income, then shop for and prepare a simple meal.
Plan a journey using maps or travel apps, then complete it with the right level of support.
Practise and make a real telephone call, email or booking request.
Create a CV, application or personal statement and complete interview practice.

Activities involving a change of usual location

Where an activity involves a change of usual location, the location will be fully risk assessed, written permission provided by the parent or carer, and commissioner agreement obtained. This will be treated as a trip or visit, and a trip/visit risk assessment will be completed before this takes place.

See every session plan in full

The framework sets out all five strands week by week, how evidence is gathered, and the five decisions available at the six-week review: continue, progress, change, conclude or escalate.

Download our Mentoring Programme

Discuss a placement with the Programme Lead team

Tell us about the learner and we will advise on suitability, delivery options, availability and what a placement would include before anything is agreed.

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