Every Child Matters

1. 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,’

2. Every Child Matters Every Child Matters (2003) sets out policies designed both to protect children and maximise their potential. The Children’s Act (2004) provides the legislative foundation for Every Child Matters

3. What is a Learning Mentor role model counsellor observer advocate active listener challenger of assumptions guide negotiator professional friend encourager reliable, approachable and non-judgemental

5. 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 support Liaising with Parents and Carers Researching new ideas and funding

6. Mentors work with students1:1in smallgroups (Circle time/Issue based groups/Developmental Groups)Project workPersonalised learningAlternative curriculumwith parents and carersin school/at home/in the communitywith outside agencies and other professionalsin school and outside schoolLiaising and working with outside agencies who might be supporting a studentwith other mentors and school staffwithin the community

7. Multi agency and integrated working

8. 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

9. Barriers to learning may include Bereavement and loss Bullying Absence/lateness/attendance Malnourishment Tiredness Friendship difficulties Specific learning difficulties Abuse/child protection Mobility /Transition/moving schools Looked after children Family difficulties/separation/divorce/financial/housing/siblings/new baby Social Skills/showing emotions Parental Literacy/ approach to education Parental / mental health/ addiction or dependency Self esteem/self confidence Gifted and Talented De-motivated/disorganised Controlling anger Mental health Having to work with outside agencies who might be supporting a student Transition to new classes and schools and cohesion within the school community Vulnerable – need someone to talk to

10. How are children identified? Concern from any member of staff Head Teacher/SENCO Parents Attendance register Children themselves Ongoing assessment material Outside agencies

11. The mentoring procedure for individuals and groups should ideally follow the procedures below Initial concern Referral made to Mentor Discussion/relevant info Pupil/staff/parent/agency questionnaire Observation /home visit/permission Research/Agencies consulted if necessary SMART targets/desired outcome Sessions planned Record keeping Exit mentoring/ discussion Evaluation Follow up

12. 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