As learning mentors we aim to provide non-judgemental support for all pupils and their families. We will offer a safe place where individuals are listened to, valued and become empowered to overcome their barriers to learning and achieve their goals and dreams.

Learning Mentors can make a difference

Learning Mentors work with young people to help them achieve their full potential in school. They work with the young person their parents/carers, teachers and others to find out what is blocking their path to learning and how these blocks can be removed.

Learning may be blocked by:

  • Poor and negative emotions
  • Feeling vulnerable
  • Not being able to achieve at expected level
  • Low self confidence
  • Victim of bullying or involved in bullying
  • Behaviour that interferes with achievement

Learning Mentors work with children and young people to:

  • Listen to their views
  • Help them to manage pressures in their lives
  • Encourage them to achieve
  • Raise their self confidence
  • Motivate them to be more self sufficient
  • Develop hidden talents
  • Develop hidden talents
  • Produce a plan of action to work towards agreed goals
  • Review and change the plan of action regularly
  • Support them to organise their time and work in school and at home
  • Help with understanding the work they have to do in school

Learning Mentors are involved in:

  • One to one mentoring
  • Individuals sessions looking at particular issues
  • Group work sessions-focusing on one issue
  • Liaising with parents/carers to support pupil progress
  • Mediation work between peers
  • Attendance and punctuality
  • Observations within lessons
  • Reintegration into school
  • After school clubs, lunchtime activities and breakfast clubs
  • Study skills work
  • Supporting pupil transition at all levels
  • Liaising with parents and other agencies

The Learning Mentors are:

  • Sue Moore
  • Mark Whittington
  • Angie Maisary
  • Cos Achilleos

Learning mentors help schools deliver the Every Child Matters outcomes, particularly supporting children and young people to ‘enjoy and achieve’ and ‘make a positive contribution’. They are an important resource if schools are to deliver the fundamental reforms set out in Every Child Matters and Children Act (2004) which include personalised learning, common assessment, information sharing, earlier intervention and better, preventative work, integration and multi-agency working and work with families.

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