Employer engagement

Sections
8
Gatsby BM1, 2, 3, 4, 5, 6, 7, 8
SEND
Key stages
NEW

Compass

Compass is a free digital product that helps you quickly and easily evaluate your careers provision against the eight Gatsby Benchmarks. 

Compass is available tosecondary schools, special schools, sixth forms, colleges, PRU’s and ITPs in England.

Spreadsheet
Gatsby BM1, 2, 3, 4, 5, 6, 7, 8
SEND
Key stages

Compass+

With our free Compass+ tool you can benchmark, manage, track and report on your school's careers provision at individual student level.

Gatsby BM1, 2, 3, 4, 5, 6, 7, 8
SEND
Key stages

Talentino!

Talentino programmes have been helping to improve career outcomes for young people with a range of learning difficulties in a mixture of settings – special schools, mainstream schools, AP, PRU, SEMH, etc.

They also provide great opportunities for learning more, through their regular newsletters, annual SEND Careers Conference, and by publishing free resources.

PDF
Gatsby BM2, 3, 5, 6, 7
SEND
Key stages

Making it Meaningful: Benchmark 7

This resource supports Careers Leaders to embed encounters with providers of all routes available to students at key transitions within a progressive careers programme.

The following guiding principles will support an approach to Benchmark 7 and to Provider Access Legislation, whilst being aligned to Benchmarks 1 and 3 including setting aims, planning meaningful delivery and impact evaluation of activity.

To accompany this resource, watch the film to hear from educators, providers and young people about the impact these principles can have in a range of settings.

PDF
Video
Gatsby BM5, 6, 7

Upskill Me

Upskill Me is a multipurpose tool enabling students to build a digital record of their achievements (both academic and extracurricular), learn about and develop in-demand soft skills, and find live opportunities to help them become better prepared for the world after school. Each students’ portfolio can be downloaded or shared into a job or UCAS application via a sharable link.

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