Learning mentors became established in schools as part of the Excellence in Cities initiative in 1999, initially in 6 inner city

areas.

They were part of the Government agenda to ‘raise standards, tackle failure and create a new culture of opportunity

and success,’

Every Child Matters

Every Child Matters (2003) sets out policies designed bothto protect children and maximise their potential.

The Children’s Act (2004) provides the legislative foundation for Every Child Matters

What is a Learning Mentor

role model counsellor

active listener observer advocate

encourager professional friend

challenger of assumptionsguide negotiator

reliable, approachable and non-judgemental

The timetable of a Learning Mentor should allocate time for

1:1 individual support Group work activities Administrative time (action planning, recording, monitoring) Clubs/residential projects Home visits Links with other agencies Meetings with staff and other mentoring schemes Training and networking In-class observations and supportLiaising with Parents and Carers Researching new ideas and funding

Mentors work with students

1:1in small groups (Circle time/Issue based groups/Developmental Groups)

Project workPersonalised learningAlternative curriculum

with parents and carersin school/at home/in the community

with outside agencies and other professionalsin school and outside school

Liaising and working with outside agencies who might be supporting a student

with other mentors and school staff

within the community

 

Multi agency and integrated working

The DFCS definition of a Learning Mentor is:

‘To provide support and guidance to children, and those engaged with them, by removing barriers

to learning in order to promote effective participation, enhance individual learning, raise

aspirations and achieve their potential.’

Intervention may be significant, medium, infrequent or incidental

Barriers to learning may includeBereavement and loss

BullyingAbsence/lateness/attendance

MalnourishmentTiredness

Friendship difficultiesSpecific learning difficulties

Abuse/child protectionMobility /Transition/moving schools

Looked after childrenFamily difficulties/separation/divorce/financial/housing/siblings/new

babySocial Skills/showing emotions

Parental Literacy/ approach to educationParental / mental health/ addiction or dependency

Self esteem/self confidenceGifted and Talented

De-motivated/disorganisedControlling anger

Mental healthHaving to work with outside agencies who might be supporting a

studentTransition to new classes and schools and cohesion within the school

community Vulnerable – need someone to talk to

How are children identified?

Concern from any member of staffHead Teacher/SENCO

ParentsAttendance registerChildren themselves

Ongoing assessment material Outside agencies

The mentoring procedure for individuals and groups should ideally follow the

procedures belowInitial concern

Referral made to MentorDiscussion/relevant info

Pupil/staff/parent/agency questionnaireObservation /home visit/permission

Research/Agencies consulted if necessarySMART targets/desired outcome

Sessions plannedRecord keeping

Exit mentoring/ discussionEvaluationFollow up

The role of the Learning Mentor is not one that is easily explained or described in a few choice sentences, because individuals are not easily categorised or described into a neat package.I find that my work can be practical or emotional, rewarding or frustrating, upsetting or joyous. In a day I may work with a child on their reading skills, contact social services for another, mop up the tears of the next, have a laugh with two others, then bang my head against the wall for the last.All my children are individuals so the input needed has to reflect this. I wear many different hats throughout the term to provide the highest quality of support and guidance for my mentees. At times it is very difficult not to become too emotionally involved.

A Learning Mentor from St Michaels College, Leeds