Learning Mentoring
Bring in a learning mentor to provide extra help to a young person who is facing particular challenges in their education.
Learning Mentors provide support and guidance to children, young people and those engaged with them. They work to remove barriers to learning in order to promote effective participation, enhance individual learning, raise aspirations and achieve full potential. They are skilled practitioners who work from a strengths-based, person-centred perspective.
Targeted Learning Mentor support is made available to children who have a barrier to learning that may be caused or include one or more of the following; Causes of need and presentation include but are not limited to;
- at risk of exclusion & disengagement from education
- emotional truancy
- Reluctant school attendees & school refusers
- multiple disadvantage and appear to persistently underachieve
- lack confidence and self esteem
- Vulnerable groups such as Looked after Children, Young Carers and those from forces families
- emotional difficulties
- Bullies and those who are victims of bullying
- vulnerable during transition periods
Observation, Information Gathering and Assessment
The learning Mentor process starts with an initial period of observation, information gathering and assessment. Before this can begin a Referral Form and Primary Assessment Profile must be received and parental consent gained The intervention will involve the Learning Mentor working on a 1:1 confidential basis with the child and giving the child space and time to tell their story. (A Mentoring Agreement explaining confidentiality will be signed by both child and mentor). Schools are asked to provide a confidential space for them to work together, locked storage for case files and access to a computer. Time will be spent building a positive relationship, working together to build confidence and self-esteem, supporting in class/small group work if relevant to the child’s barrier to learning. An individual learning plan will be designed around identified barrier, targets will be set by the child and mentor, progress monitored and reviewed, guidance and a listening ear will be provided.
When schools whish to refer a young person to our services, specifically a Learning Mentor, we use the R.A.F.I.E. (Referral, Assessment, Formulation, Intervention, Evaluation/Exit) model of referral:
Referral – Clarity of referral is key to supporting the effective working practice of the Learning Mentor and delivery of intervention programmes, it informs all Learning Mentor planning. The Learning Mentor will develop effective referral systems in consultation with their schools to identify children in need of mentoring support. Before a child is placed on the Learning Mentor Pupil Register a Referral Form and Primary Assessment Profile form will be completed by the staff member. The referral will be discussed with the SENCo / Inclusion Co-ordinator in order to consider the referral and prioritise support. Key information to inform planning will be taken from the referral form. In addition to referrals from staff, pupils can be referred to the Learning Mentor through tracking of the behaviour policy. Vulnerable pupils are also highlighted for referral of individual cases (or groups).
Assessment – assessment is made (through observations and via a range of profiling tools) of the individual or group to include the level and area/s of need.
Formulation – the setting of actions and targets for planned work via liaison with school staff, parents/carers and any other agencies that may be involved with the child.
Intervention – activation of the planned programme with the child or group.
Evaluation/Exit – following a period of intervention, ongoing review and the setting/re-formulation of targets; intervention will come to an end and final evaluations and closure of the case will occur.
Levels of Need
Learning Mentors work at Level 2 as single practitioners on the Plymouth-multiagency-threshold-of-need-leaflet continuum. However, mentors will often be working with children with higher levels of need, (i.e. those that are subject to integrated support or statutory/specialist services) – it is important that the mentor maintains professional integrity and works at the appropriate level in their capacity as learning mentor.
B.A.E. Audit Tool
Cluster schools use the Behaviour, Attendance and Emotional audit tool, (spread-sheet) to categorise pupils and identify areas of need for children at risk from poor behaviour, low attendance, low achievement and/or poor social, emotional and mental health and then appropriately refer on to the necessary support worker. This worker could be a school-based learning mentor, counsellor or therapist or M.A.S.T. Learning Mentors typically work at category B/C on the B.A.E continuum.
If you have any queries on the above process please contact Chris Trumfield ctrumfield@plpcic.co.uk
Helen Seager
Learning Mentor (Virtual School Team)
Judith Brettell
Learning Mentor (Virtual School Team)
Nicky Walters
School-Based Learning Mentor
Rachael Cameron
Learning Mentor (Virtual School Team)
Your questions around our services
How do I access your learning mentor support?
You are able to request access to learning mentor support via your child’s school. Please speak to the class teacher or SENCo in the first instance. They will discuss your child’s needs with you and determine whether a learning mentor may have a positive impact on improving your child’s well-being and in addressing any barriers to learning that may exist.
What might involvement with a Learning Mentor look like?
Some schools have a dedicated mentor for part of the week. These ‘school-based’ mentors work closely with class teachers and the SEN team to support individual children and will sometimes offer group sessions on common themes (i.e. self-esteem, social skills, building resilience). Children referred to a learning mentor in school will usually meet with them on a weekly basis to explore and develop skills, making them more confident and able to engage in learning.
Learning mentors also work within the multi-agency support team (MAST) where their support is very much focussed on supporting the whole family. These are referred to as ‘Family Learning Mentors’ and they will work with parents/carers within the home to understand what support may be required to re-establish positive relationships and routines.
How quickly would Learning Mentor become involved with me / my / a child?
As an organisation we strongly believe in early help and encourage you to speak to your child’s class teacher if you have any concerns about your child’s well-being or attainment. Depending on the type and level of need, schools will be able to offer a range of support options and will be best placed to decide if your child would benefit from working with a learning mentor. There may be a short waiting list for support from school-based learning mentors, please bear in mind that not all schools have a dedicated learning mentor in school. If this is the case they may decide to make a referral for learning mentor support via MAST.
If the school believe you and your family would be best supported by a family learning mentor, they will probably suggest making a MAST referral. The MAST panel meet on a weekly basis to look at these ‘requests for involvement’ and if it is decided that a family learning mentor would likely have a positive impact upon your child/family they would aim to start this work within a week or two of the panel decision
How do I access your support?
You will need to talk with your child's school to consider if a MAST request would be possible and helpful.
What might involvement with a member of your multi-agency support team, MAST, look like?
Your first meeting with a professional from MAST might be to discuss your concerns, possibly with school staff present. You might also meet a MAST professional in a meeting with others involved, where your child's needs are being discussed and a plan of support is being put together.
How quickly would a member of MAST become involved with a child?
Following a request for MAST to be involved (made by the school SENCo in collaboration with parents/carers), a quick response to school within a week will be sent and soon after this a key worker from MAST will be allocated and make contact with you and school to assess needs and plan an appropriate multi-agency response as required.
Do we have to review risk assessments annually?
It is at your discretion to decide when a review is deemed necessary, but risk assessments are a working document and, as your activities, staff or other experiences change, this information should be recorded and updated. As a guide, it is recommended that risk assessments be reviewed on an annual basis.
What PLP's values mean for schools
Our MAST team are always ready to answer the call and step up when schools and their pupils need us.
Providing appropriate, non-judgemental support for pupils, families and school staff is at the heart of what we do.
We always reflect on our performance and are prepared to explore new ideas and approaches to help people.
Our success lies in the positive collaborations we nurture between diverse specialists and school professionals.
We'd love to support you
Please reach out to our friendly team at our office using the details below.