Learning mentors usually work mainly in the primary or secondary school to which they are attached. They also spend a good deal of time visiting
clients and their families in their home. They may also accompany children on school outings.
Learning mentors provide an additional service to teachers and pastoral staff in schools to help children overcome barriers to learning, both
inside and outside the school, and to achieve their full potential. They work closely with teachers, classroom assistants, special needs
assistants and classroom volunteers to identify children who are making less progress than their potential, and develop action plans to meet
learning goals. They then support the children to help them achieve these goals.
Mentors may work with children in a one-to-one relationship, or with small groups. Most of their work involves working with these children to
help them progress in the classroom or other school activities, e.g. lunchtimes or outings. They may provide support with truancy/absence, in the
playground or developing social skills. They also keep in contact with the children's family or carers to try and get support and involvement from
them in meeting the child's needs and helping their progress.
Learning mentors often refer the children they are supporting onto other agencies, courses, organisations, activities or individuals for extra
support. Referrals could be to social and youth services, education welfare services, probation and careers services, out of school study
support and business and community voluntary mentors. They need to share information between all the different people and organisations involved
in supporting the children they are mentoring.
The main requirements to become a learning mentor are:
an ability to form good relationships with a wide range of young people and their families/carers and with a variety of organisations
ability to gain the confidence of children, schools, agencies and people in the community and business
skills in negotiating, planning and managing activities.
Learning mentors need good listening skills and an understanding of health and social issues that affect children's development. They will need to
understand the school curriculum and the needs of learners. Mentors need competence in literacy and numeracy and may require GCSE/S grade
(A-C/1-3) or equivalent in English and maths.
Training is usually on-the-job, although occasionally outside training may be available to address a particular need of the school, for instance,
cross-cultural issues.
Pupils can obtain the services of learning mentors through the DfES (Department for Education & Skills) Excellence Clusters/Aim
Higher programme, and some additional schools.
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