Build trust
Agree the purpose of mentoring and listen to what the learner wants from the relationship.
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Confidence · choices · next steps
A trusted conversation.
A direction of their own.
Space to be heard. Support to recognise strengths. Practical steps towards learning, training and future possibilities—at a pace that makes sense to the young person.
Support to move forward.
01 Start with the individual02 Learn through doing03 Prepare a next step
Mentoring and Careers
A future starts to feel possible when it feels personal.
Some learners have a clear goal but need help getting started. Others are still working out what matters to them. Mentoring creates room for both: a supportive relationship, thoughtful challenge and a plan that belongs to the learner.
Mentoring starts with what the learner wants help with. Conversations can lead to a strengths profile, exploration of suitable options or a manageable action to try. We use real experiences to identify skills and review how the agreed action went.
Explore the learning
Turn a conversation
into something useful.
Mentoring should lead to practical tools a young person can return to. Explore three examples of work that can grow from a purposeful conversation.
PROJECT IDEA / 01
Build a picture of what I can do
Start with real experiences, interests and achievements. A strength does not have to come from a classroom or a certificate.
- Identify a moment the learner felt proud of
- Describe the skills used and a real example
- Connect those strengths with something they want to try
PROJECT IDEA / 02
Compare a couple of possible routes
Help a young person ask useful questions about education, training and work rather than rush into a decision.
- Research two relevant routes or providers
- Compare requirements, daily experiences and support
- Prepare questions for an open day or conversation
PROJECT IDEA / 03
Practise a first introduction
Applications and interviews can feel less unfamiliar when a learner has a chance to prepare and rehearse.
- Gather suitable examples for a draft CV
- Practise an introduction or application answer
- Use feedback to improve the next attempt
These are illustrative project ideas, not a fixed course list. Topics, resources, delivery and availability are agreed around the individual learner.
A purposeful journey
From a starting point
to a next step.
Make sense of strengths
Use real examples to identify interests, skills and what helps the learner succeed.
Explore and practise
Investigate suitable options and rehearse useful skills through manageable tasks.
Take a next step
Agree an action, review the experience and adapt the plan together.
Progress you can understand
A plan they understand.
A step they can take.
Progress can be a more confident conversation, a clearer choice or a first independent action. We connect those changes with practical evidence and the young person’s own view of what is different.
Reviews bring together the work, the learner’s voice and observations about the support they need. That picture helps families and referring professionals plan what comes next.
Before we begin
Good questions.
Clear answers.
Start a conversation about the learner, the support you need and the practical arrangements.
Talk to our team →Is this programme a qualification?
The programme develops skills and provides learning evidence; it does not automatically award a qualification. If an accredited route is proposed, the qualification title, level, awarding organisation, eligibility, assessment arrangements and fees will be confirmed before enrolment.
What is agreed before support begins?
We discuss suitability, learning priorities, the delivery setting, timetable, fees, relevant access and support needs, and the responsibilities of the adults involved. Any qualification entry or external activity is confirmed separately.
Does the learner need a career goal already?
No. Finding interests and recognising strengths can be a useful starting point. The aim is a thoughtful next step, rather than pressure to choose a lifelong career.
Is this specialist careers guidance?
Mentoring and careers exploration support confidence, research and preparation. If specialist careers guidance is required, the appropriate qualified arrangements should be discussed.
Can you help with a CV or interview?
These can form part of an agreed plan where appropriate to the learner’s age and goals. Any application, placement or employment outcome depends on the relevant provider or employer.
Can we request your policies?
All policies are available on request through our policy request form.
A connected approach
One learner. More than one way forward.
Start a conversation
Help the next step
feel within reach.
Tell us about your learner. We’ll explore the possibilities together.