Plan, Progress and Reporting
How Compass builds a flexible placement plan around each young person, and how progress is reviewed through session records and six-week commissioner reviews.
A plan built flexibly around the child
Every Compass placement begins with a plan that is built around the young person, not a fixed package they have to fit into. We work with those who know them best to agree outcomes, subjects, hours and settings that suit their needs, strengths and goals.
Getting to know the young person
Before any sessions begin, we gather information from the people who know the young person best: parents, school, social workers and other professionals. This covers their needs, strengths, interests, attendance history, EHCP outcomes where applicable and anything that has helped or hindered them in the past.
Agreeing the difference we want to make
Together we set out the outcomes the placement is working towards, for example, accessing learning with greater independence, managing anxiety, applying English and Maths to everyday tasks, or exploring next steps beyond school. Each outcome has a specific target for the first six weeks.
Building a flexible weekly programme
Subjects, hours, mentoring strands and any therapeutic support are combined into a weekly timetable that fits the young person. Academic tuition, mentoring, community-based learning and qualifications are woven around their starting points, interests and goals - not the other way round.
Planning where learning happens
Delivery often begins at home and, where appropriate, moves gradually through community settings and back into school. Every venue is named in the agreed plan, with risk assessments and consent in place before any change of setting.
A named Programme Lead
Every placement has a named Programme Lead who coordinates the plan, holds the tutor and mentor team together, and is the single point of contact for the commissioner, school and family.
The document below is an illustrative, anonymised example of a Compass placement plan. It does not describe a real learner and is not a record of outcomes.
Example Placement PlanHow we review progress
Progress is recorded session by session and reviewed formally every six weeks. A written review goes to the commissioner, school and family at the end of each cycle.
Recorded every session
Attendance, engagement, work completed and progress against targets are recorded session by session by the tutor and mentor. Safeguarding concerns or unexplained absence are followed up promptly through the agreed reporting route.
Six-week review
The Programme Lead brings the evidence together, reviews it with the tutor and mentor, updates the plan and issues a written review to the commissioner, school and family, incorporating their feedback into the next cycle.
When progress stalls
Where targets are not being met, the Programme Lead reviews the plan before the six-week point, checking pitch, pace, subject match, session timing and the delivery setting. Adjustments are recorded and shared, and if the provision is not working we say so.
What each written review covers
- Attendance and engagement across the review period
- Progress against each individual target, with supporting evidence
- Academic assessment outcomes and any qualification progress
- Mentoring, wellbeing and personal development progress
- Engagement with any therapeutic support, without sharing confidential details
- Barriers encountered and what has been done about them
- Changes made to the plan, delivery pattern or setting
- Agreed next steps and co-produced reintegration planning
Example six-week progress report
Our written reviews bring together evidence from across the placement to show progress, identify any barriers and agree the next steps. We report on:
- Academic progress, including progress made from baseline assessments
- Personal development
- Engagement with therapy sessions
- Attendance
- Engagement in learning and the wider programme
- Employer encounters and careers-related activity
The document below is an illustrative, anonymised example and does not describe a real learner.
Example KS3 ReportDiscuss 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.