We hope you find this section useful.  It reflects the range of queries we regularly receive.  If you cannot find the answer to your question here, or elsewhere in the site, please email us at learning.mentors@cwdcouncil.org.uk and we will do our best to help.

Learning Mentors carry out a range of tasks and can work with pupils/students with wide ranging ability levels and barriers to learning. Primary focus: addressing barriers (and potential barriers) to learning and achievement, mainly through a 1:1 supportive relationship or small group work. This may include developing coping strategies, enhancing motivation, raising aspirations and encouraging re-engagement in learning, taking account of a range of complex underlying issues that may impact negatively on learning and achievement (e.g. bereavement, lack of confidence/low self-esteem, low aspirations, mental health issues, relationship difficulties, bullying, peer pressure, family issues/concerns).  They also provide direct support and guidance in relation to study skills, personal organisation, revision and examination techniques.

Secondary outcomes: contributing positively (through development of supportive relationship) to behaviour, attendance and emotional well-being. The work is planned and targeted, but responds to the individual needs of pupils/students, taking account of school and year group priorities, and the work of the broader support team (including external agencies).

The work of Learning Mentors can vary from school to school and college to college, and the different phases of education.  This reflects the differing priorities and situations of each. Typical hours are a standard 37 hours in the context of a standard school week, although learning mentors may need to work at other times when they can access, for example, families more easily. Term time only and part time contracts are widely available.

More broadly, Learning Mentors work in a multi-agency or multi-professional context.  They can help schools in engaging effectively with other support agencies, and have a significant role in helping schools to address the five key outcomes of Every Child Matters.  This aspect of their work is dioscussed in detail in our "Supporting the New Agenda..." publication.

As the work has matured, some Learning Mentors have developed specialisms, such as family liaison, community/agency linkage, supporting Gifted and Talented pupils, specifically addressing behaviour related issues or working with pupils with other identified needs.  This reflects a growing understanding in schools of how Learning Mentor activity can be used to best effect, although the primary focus remains as working with individuals and groups in identifying and addressing barriers to learning.

Local staffing decisions are leading to an increase in staff undertaking dual, or split roles, sometimes working as a Learning Mentor for part of the week or day, and undertaking another school based role (e.g. family liaison worker, attendance worker, learning support assistant, teaching assistant, administrative worker) for the rest of their time.  Furthermore, clusters of schools are increasingly pooling resources to provide shared Learning Mentor support across their area.  As a result there is an increase in Learning Mentors working across more than one school.

National

A CWDC endorsed induction training programme for newly appointed Learning Mentors is provided centrally for local delivery. The programme consists of five core modules (designed to be delivered as part of integrated induction training for the broader children's workforce) and two Learning Mentor role specific modules. This model has broader application to other children’s workforce practitioners operating at a similar level.

A qualifications framework drawn from the National Occupational Standards for Learning Deveopment and Support Services (NOS LDSS) is also in place. This has led to the provision of National Vocational Qualifications at levels 3 and 4, and Foundation Degrees provision.

More information on Learning Mentor induction training and accredited training can be viewed here.

Prior to April 2007, Learning Mentor five day initial taining was co-ordinated through Liverpool Excellence Partnership.

Local

Local Authorities also offer in service short courses on topics such as study skills, emotional intelligence, learning styles, inclusion, anger management, and working with children with learning difficulties or problems to support Learning Mentors (and related roles) in developing their work.
 
Further Education colleges offer a range of educational coaching and related courses, and may be registered to deliver LDSS NVQs.
 
For more information on local training opportunities, it is advisable to contact your Local Authority's Learning Mentor Co-ordinator, or the person responsible for pupil support staff development opportunities.  It would be helpful to also contact your local Further Education College to find out what they have on offer.

If you wish to find out more about the national initial training programme available to learning Mentors once in post, or training and qualifications in general, please contact learning.mentors@cwdcouncil.org.uk .  

People generally work as learning mentors after gaining experience in other fields such as guidance, social work, counselling, teaching, pupil support roles or youth, community and welfare work, although there is a good proportion of people who enter the field as a career change option, or through drawing on general life experience. Entry requirements vary from area to area, depending on the level and complexity of expected practice. They range from GCSE level to degree/equivalent and related vocational qualifications. Mature applicants are often welcomed and there is no set age limit.

Some schools might feel that they need mentors from a particular cultural background or with particular language skills.  They may also be looking for people who can relate to children and parents/carers in some other way.

Learning mentors can and do come from a wide variety of ages and backgrounds - a strength of provision!

Full time equivalent salaries generally range from £14,000 to £24,000, but there is no national salary structure.  Opportunities for progression into more senior roles, or broader pastoral support roles in schools exist (e.g. inclusion manager, assistant or year head).

There are widespread opportunities for part time or term time only working.

Learning mentors can and do come from a wide variety of ages and backgrounds.

People generally work as learning mentors after gaining experience in other fields such as guidance, social work, counselling, teaching, pupil support roles or youth, community and welfare work, although there is a good proportion of people who enter the field as a career change option, or through drawing on general life experience. Entry requirements vary from area to area, depending on the level and complexity of expected practice. They range from GCSE level to degree/equivalent and related vocational qualifications. Mature applicants are often welcomed and there is no set age limit.

Opportunities arise wherever a school feels the need to employ learning mentors as part of their overall student/pupils support approach, but tend to be concentrated in urban areas and areas of social deprivation or low educational achievement as this is where the work was first introduced.

Recruitment is carried out at a local level with schools and local authorities advertising in the local press and through their websites.  Salary scales, as well as person specifications vary from area to area.  Some are person specifications highlight the need for broad based life experience as opposed to related formal qualifications.  This enables people from all walks of life to become involved in the work.  Other person specifications can be a lot more demanding, specifying higher related qualifications and experience.  In these cases the posts tend to carry significant professional responsibilities, and there are often other entry level posts with appropriate person specifications.
 
Details of EiC areas, where Learning Mentor activity was initially developed and introduced can be found here: www.standards.dfes.gov.uk/sie/documents/EiCAreas1.doc /
 
Using these resources can often help in working out the areas in which you might like to work.  Checking out their local Websites and looking at their online job shop vacancies and school details can be particularly useful - relevant websites can usually be found through an online search.  Many other areas are now also introducing LM provision.  In all cases, it is wise to regularly check the vacancies in the local press.

Specific LM training takes place once you are in post or working in a voluntary capacity through the Children's Workforce Development Council endorsed induction programme.  You would also get opportunities to attend local training.  Accredited qualifications (NVQs and Foundation degrees) are on the increase.  The training section provides more information relating to this.  Any experience of working with people, particularly in supporting children, young people and families, will hold you in good stead.
 
Most FE colleges run mentoring or coaching courses which will be of relevance to those of you considering applying for posts.  You might find local counselling courses useful too as the work draws some techniques from counselling.

As with any role, being able to show a genuine interest in, and knowledge of, the work will be extremely important.  Often prospective Learning Mentors invited to interviews or selection sessions will be observed engaging with pupils, possibly running a small discussion group or exercise, and would be very likely to be given a tour of the school/college and facilities.  You'd need to remember that you will be being observed at all times, and that decisions will not just be made as a result of the interview itself.  These approaches help schools and colleges to gain a better overall impression of candidates - they're a real opportunity to show the communication and engagement skills that you have.

All successful applicants will be required to pass a Criminal Records Bureau (CRB) test before being allowed to take up a post. 

Recruitment is carried out at a local level with schools and local authorities advertising in the local press and through their websites. Salary scales, as well as person specifications vary from area to area. Some are person specifications highlight the need for broad based life experience as opposed to related formal qualifications. This enables people from all walks of life to become involved in the work. Other person specifications can be a lot more demanding, specifying higher related qualifications and experience. In these cases the posts tend to carry significant professional responsibilities, and there are often other entry level posts with appropriate person specifications.
 
Details of EiC areas, where LM activity was initially developed and introduced can be found here: www.standards.dcsf.gov.uk/sie/documents/EiCAreas1.doc /
 
Using these resources can often help in working out the areas in which you might like to work. Checking out their local Websites and looking at their job shop vacancies and school details can be particularly useful - relevant websites can usually be found through an online search.  Many other areas are now also introducing Learning Mentor provision. In all cases, it is wise to regularly check the vacancies in the local press.

At present it is estimated that around 14,000 Learning Mentors with the majority working in primary and secondary schools. A small proportion work in special schools, Further Education colleges and other "special" provision such as Pupil Referral Units. 

Local staffing decisions are leading to an increase in staff undertaking dual, or split roles, sometimes working as a Learning Mentor for part of the week or day, and undertaking another school based role (e.g. family liaison worker, attendance worker, learning support assistant, teaching assistant, administrative worker) for the rest of their time.  Furthermore, clusters of schools are increasingly pooling resources to provide shared Learning Mentor support across their area.  As a result there is an increase in Learning Mentors working across more than one school.

Learning Mentor provision is mostly concentrated in urban areas and areas of social deprivation and lower educational achievement.

Learning Mentors are one of many roles identified as contributing to the support of our children and young people. The DCSF Every Child Matters (ECM) agenda includes commitments to integrate and support children's support provision across the country and at Local Authority level, and the role of Learning Mentors is recognised as being a key element of school and college based support, addressing all five of the ECM Outcomes.

The Children's Workforce Development Council for England (CWDC) is specifically responsible for children and young people's workforce development, as part of the overall Sector Skills Council, Skills for Learning and Development.  As such CWDC is directly responsible for pratice standards and training provision for Learning Mentors.

In short, the work has a clearly defined occupational home, it has National Occupational Standards to define levels of practice and appropriate training and qualifications, and it is recognised as being a successful and popular pupil/student support role. Learning Mentors are an established element of pupil/student support, linked in to multi agency working, Every Child Matters and the broad and expanding role of schools and colleges.

Evaluation activity shows that Learning Mentors have made a large impact within schools as well as having a positive impact on the achievement of pupils and the subsequent enhancement of their life chances. Feedback from head teachers, teachers, pastoral and subject heads is very positive, with Learning Mentors increasingly becoming key members of the school community. Feedback from parents and families is equally positive, and the young people themselves value the support highly.
 
OFSTED have made the following comments:

"The most successful and popular of the EiC strands…these posts [have] been greatly welcomed [enabling] the majority of schools to enhance the quality of support they offer to disaffected, underachieving or vulnerable pupils"
"In 95% of the … schools, … the programme made a +ve contribution to the mainstream provision of the school…, and had a beneficial effect on the behaviour of … pupils and their ability to learn and make progress. … Overall, the programme was seen as providing good value for money"

The Evaluation page provides more comprehansive information covering Learning Mentor impact.

At a national level you can contact the Learning Mentor support programme team at the Children's Workforce Development Council: learning.mentors@cwdcouncil.org.uk .

At local level you could contact staff responsible for area co-ordination Learning Mentor provision, where they exist, or staff with responsibility for:

• School Workforce development
• Children's Workforce development

If you are unsure how to do this, a good starting point is often your local Children's Trust or Integrated Children's Services Department, usually housed in your local council offices.

The Training page provides a range of information covering national and local provision.

Please take time to browse this site as an increasingly wide variery of information is being included.  Alternatively, if you cannot find the answer you are looking for, please email us at learning.mentors@cwdcouncil.org.uk .