Sample Learning Mentor policy

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1 Background Excellence in Cities (EiC) was launched in September 1999 as an initiative to address underachievement in schools located in the inner city areas of England. ABCDEFGHIJKLMNOPQRSTUVWXYZ The DfES defi ned the four core beliefs of EiC as: high expectations of all students diversity of provision for all students networks of schools working collaboratively extending opportunity to students. The Learning Mentor strand of EiC was introduced primarily to support schools in raising standards specifi cally, in raising students attainment, improving attendance and reducing permanent and fi xed-term exclusions. Objectives The role of the Learning Mentor is to help individual students overcome barriers to learning, both within and outside school. Their role is to support those students who are at risk of underachieving or disengaging from learning for a variety of reasons. An important role of the Learning Mentor is to assess why students are experiencing barriers to learning and to work with those students to support them to address any problems and achieve their full potential. The DfES stated that Learning Mentors will: provide help to those who need it most, especially those suffering from multiple disadvantages raise standards and reduce truancy and exclusion helping schools make accelerated progress towards achieving local attainment, truancy, exclusion and other relevant targets provide a complementary service to existing school staff, and to others providing services outside school, to help students to access the help that they need. Role The role of the Learning Mentor is an evolving one and they work in various ways to support students. As school-based professionals, they support a diverse group of students experiencing diffi culty in some area of their school life. Their focus is on how to develop the child as a learner, improving engagement in learning, particularly for underachieving groups. 1

2 They practise skills that can help students to become independent, confi dent learners, able to relate positively to others as well as working to improve attitudes, behaviour, attendance, punctuality and attainment. They work closely with school staff, families and external agencies to improve communication in order to provide a more cohesive approach to the individual student. Limitations of the role It is important to recognise that there are limitations to the role and that other forms of support might be more appropriate for the child. A Learning Mentor is not: a teacher or supply cover a counsellor a teaching assistant a social worker a babysitter a corridor monitor a form of punishment. Activities There is no template for mentoring, so variations will inevitably exist between individual mentors and schools. The role is designed to be fl exible, enabling Learning Mentors to be creative in their approach, using a variety of techniques to cater to the needs of each individual student. Their work will involve a combination of the following: One-to-one mentoring Group work Lunchtime clubs/after-school activities Observing students in class Drop-in sessions Home visits Working with families Working with external agencies. Working with families The work of the Learning Mentor encourages a high level of parental involvement and cooperation. Parents/carers should be informed if their child is referred to a Learning Mentor. They should be invited to meet with the Learning Mentor to discuss the needs of their child, and any concerns they may have. The importance of the role of the Learning Mentor should be reinforced and the aims of the Learning Mentor programme fully explained. 2

3 The Learning Mentor should maintain regular contact with parents/carers, giving them an opportunity to contribute as necessary to the mentoring process. Positive contact can occur through: personal meetings/visits telephone calls letters notes in a homework diary/book. Working with external agencies Learning Mentors need to be aware of their limitations when working with students, and should recognise when it is necessary to request specialist help from an outside agency. Multi-agency approaches require careful coordination. Referrals will need to be in line with the school s procedures for dealing with outside agencies. It is important for Learning Mentors to understand and support the procedures within their own school. Referrals Referral procedures vary from school to school, and it is important that procedures are followed, to ensure that Learning Mentors do not fi nd themselves with unsuitable referrals. There should be clear entry and exit criteria agreed at the outset. Interventions need to be carefully planned and should incorporate plans to review progress and develop an exit programme/strategy. Learning Mentors will support a variety of students with a range of issues including: Underachieving Low self-esteem/confi dence Disaffected with school Patterns of non-attendance/truancy Poor peer/staff relations Falling behind with work Poor organisation/study skills Emotional problems Falling motivation Challenging behaviour Transition diffi culties Risk of exclusion Diffi culties at home. 3

4 Caseload management Caseloads vary between schools and mentors, but the recommended caseload for Learning Mentors is ten to 15 students at any one time. Caseloads should be balanced between students who require short-term, relatively simple interventions, and others needing much more intensive and time-consuming intervention. Timetables need fl exibility to support the complex nature of the role, allowing Learning Mentors to perform a wide range of duties as well as give quality time to students. It is good practice for Learning Mentors to have time to refl ect and prepare for sessions as well as review their caseload in terms of their own levels of competence. Regular activities will include: one-to-one mentoring sessions group work drop-in sessions observing students in class meetings with the line manager parental contact/home visits meetings (internal/external) administration/record-keeping networking opportunities professional development. Record-keeping A well-structured system of record-keeping is vital to the success of any mentoring programme, as it allows the team, the school and the Learning Mentor strand coordinator to monitor and evaluate the effectiveness of the mentoring provision. It is important that all members of the mentoring team keep regular and accurate records, in line with school expectations. Learning Mentors are required to keep an up-to-date register of target students and groups, gather information on students, make observations, devise plans, keep notes on reviews and monitor student progress against set mentoring targets. Child protection It is essential that Learning Mentors are informed of the school s child protection policy and procedures. Learning Mentors should also be made aware of the named person responsible for child protection, in order to discuss any issues or concerns with this person. 4

5 Confi dentiality Learning Mentors handle sensitive information from students, school, home and other agencies, so issues of confi dentiality need to be addressed from the outset. Students must be made aware at the beginning of the relationship that the Learning Mentor may need to take concerns and disclosures to the designated child protection offi cer. Learning Mentors cannot promise absolute confi dentiality and need to remember that they work within the guidelines/boundaries of their organisation (school), which requires information sharing on numerous levels. Learning Mentors are always advised to consult the school child protection offi cer if unsure about the level of seriousness of a disclosure, and follow their instructions carefully. It is considered good practice for the mentoring team to have a confi dentiality policy prominently displayed in the mentoring offi ce, and to make all new mentees aware of the policy in the fi rst meeting. Learning Mentors working alone When carrying out private one-to-one sessions, Learning Mentors should have immediate communications available with other school staff, particularly if working in remote parts of the building. Meeting rooms should have visual access in addition to providing privacy of conversation. They should be in an area likely to be frequented by other people and there should be easy access to the exit allowing a student freedom to leave if they wish. Learning Mentors should inform the offi ce of any known visitors. Equally, offi ce staff should check with mentors about unscheduled visitors. Home visits On occasions where it is necessary for Learning Mentors to make a home visit, school procedures should be closely followed. Planning for visits is good practice as a part of assessing any potential risk. Wherever possible, visits by Learning Mentors should be made with a colleague (particularly fi r st visits). Learning Mentors should inform staff at school of their plans to make a home visit, giving details of where they are going and whom they are visiting, with an estimated time of return. The use of mobile phones should be considered. At any sign of potential danger or feeling of discomfort, the Learning Mentors should leave the home immediately. Keeping formal records of visits is essential, recording the reason for the visit, issues discussed, agreements reached and any concerns raised. Any incidents should be reported to the line manager or headteacher immediately. 5

6 Educational visits Extra care must be taken when organising events and activities for students that take place away from school safety is paramount. Learning Mentors should consult their line manager and the educational visits coordinator before organising an activity outside school and a risk assessment should be conducted. No visit or activity should take place without the approval of the school. Learning Mentors should comply with the conditions of the school s policy and be aware of local authority guidelines. Written parental permission must be obtained for every student involved. Role of the Learning Mentor strand coordinator The Learning Mentor strand coordinator is responsible for overseeing and managing the Learning Mentor strand of EiC, on behalf of the EiC Partnership Board and the local authority. The role includes support and advice to schools on the development and implementation of their Learning Mentor programme, with the aim of establishing consistency amongst schools, as and when appropriate. Support networks for Learning Mentors will be set up to foster sharing of good practice, and Learning Mentors will also have access to induction, training and support. The Learning Mentor strand coordinator will also monitor and evaluate the effectiveness and impact of the Learning Mentor strand. Role of the Learning Mentor line manager Line managers are key to the integration and success of Mentors within school. The Learning Mentor line manager will be given responsibility for the direct line management of the Learning Mentor team in their school, providing support and guidance and helping to ensure that the strand is integrated into whole school plans and policies for inclusion and improvement. They will ensure that new Learning Mentors have a planned school-based induction, explaining relevant school policies (child protection/behaviour/health and safety) and introducing key personnel. Regular scheduled meetings should be held to support the Mentors and discuss progress and barriers to their success. Line managers should monitor and provide ongoing advice to Learning Mentors about good practice within their school setting. Gate-keeping (ie monitoring appropriate referrals) of caseloads is also an important function and reduces the likelihood of Mentors becoming overwhelmed or having inappropriate referrals made. Ensuring that there are procedures for the following is also a key aspect of the role: evaluating and assessing the impact and added value of the Learning Mentor programme considering access to professional development and annual performance reviews. It is more effective if managers are allocated time to fulfi l these duties. 6

7 Evaluation of the strand Monitoring and evaluation is key at all levels. Learning Mentors are required to submit quantitative and qualitative data for every mentee on a termly basis to the Learning Mentor strand coordinator for local evaluation. Collected data will enable the EiC Partnership Board to assess current practice to determine effectiveness. The Learning Mentor team, in conjunction with senior managers, will also undertake an annual assessment using the DfES Audit Instrument for Learning Mentors to identify strengths and weakness on the implementation and development of the Learning Mentor programme in their school. It is good practice for Learning Mentors to produce an annual report for senior management/governors, incorporating data submitted to the Learning Mentor strand coordinator and providing details of their impact on progress. Professional development Continued professional development is vital to the provision of a cohesive and effective service, as well as ensuring the retention of Learning Mentors. Mentors should be included in relevant staff INSET. Provision should be made for them to attend network meetings and local and national training when appropriate. The fi ve-day national Learning Mentor training programme, developed by Liverpool Excellence Partnership (LEP), has been designed to ensure that all Learning Mentors working in EiC schools have the skills they need to carry out their duties effectively, and understand the objectives of the programme. All Learning Mentors are expected to participate in this locally-delivered training course. Resources The location and quality of the Learning Mentors base is crucial for creating the right climate for support and learning. In order to be most effective, it is important for Learning Mentors to have a suitable workspace and create an environment that is welcoming and comfortable to students. Ideally, Learning Mentors will have access to a budget to purchase resources in order to sustain the work they are doing to support students referred to the programme. Supervision Working with individual students can often be quite stressful. It can require a lot of expenditure in terms of mental and emotional energy. It is important that Learning Mentors have the opportunity to discuss diffi cult cases and receive support and guidance from an experienced professional. Learning Mentors should seek support from available sources in the interim of professional supervision being provided. The Learning Mentor line manager and the Learning Mentor strand coordinator can be consulted, and support from colleagues in similar roles can also be benefi cial. 7

8 Complaints, grievance and discipline procedures Learning Mentors are trained to conduct their work to high professional standards, working within the guidelines of their school s policies. Matters arising from issues relating to complaints, grievance and discipline will be dealt with according to whole school procedures. 8

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