ࡱ> M 7bjbj== %ZWW3llr2<<<<<$ ďx] <<,] ] ] R<<] ] V] F<0 Z* FTB0r<S <] FROM POLICY TO PRACTICE INTRODUCTION LM REFERRAL & STRUCTURE THE MENTORING PROCESS LM ATTACHMENT TO YEAR GROUPS LM CO-ORDINATOR ON LINE AND ON DEMAND WORKLOAD GUIDANCE SUPERVISION MANAGEMENT STRUCTURE APPENDICES AND RELATED POLICIES INTRODUCTION The Learning Mentors are part of the Excellence in Cities (EiC) programme; aiming to raise the achievement of students. Initially Hanson employed two Learning Mentors: because of the Success it is felt they have achieved, the school is now funding 5 full time and 2 part-time Mentors. They are directly line managed by the senior Mentor and responsible to the Learning Mentor coordinator. The role is now developing in supporting social inclusion for vulnerable students who are most at risk of failing to engage in the Educational process and therefore likely to experience barriers to learning and progression. Every Child Matters: Change for young people The Government's aim is for every child, whatever their background or their circumstances, to have the support they need to: Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well-being Learning Mentors play a crucial role in supporting young people in achieving these outcomes. Where particular barriers affect the young person, a Mentor explores a variety of strategies to overcome these barriers and fulfil targets within the every child matters goals. LEARNING MENTOR REFERRAL & STRUCTURE Referral Criteria The basic criteria which govern Mentor involvement are two-fold: First, evidence of underachievement, for whatever reason. Second, a conviction that the student can be helped and is willing to accept the assistance offered. The barriers to learning that may result in underachievement are many and diverse. However areas, which might fall under the remit of Learning Mentor, could include the following. Low self-esteem Attendance problems Lack of organisational or social skills Specific personal problems: pregnancy, family breakdown bereavement Problems with anger management. It is expected that teaching staff will make most referrals or form group tutors via the Year Leaders. The Year Leaders involvement is crucial; they along with the Group Tutor have a good overview of the students needs and are aware of the different pressures, which occur at various times in Key Stage 3, 4 and 5. They are also often aware of matters related to performance in school: family background, friendship patterns, involvement of other agencies etc. As a result the Year Leader is able to give some indication of priority to help ensure that Mentor involvement is targeted most effectively. It may be the case that lower priority students are held on a waiting list until such time as a vacancy becomes available. (Appendix 1 a&b) It is possible for students and parents to self-refer and this should not be discouraged. Parents can contact Year Teams. Information for parents is available at consultation evening and also on the school website. (Appendix 2) Their motivation for taking part in the Mentoring scheme should be discussed with them sympathetically and recorded with the Year Leader then Involved as for the above cases. Once a student has been accepted onto the mentoring scheme parents will be contacted and a leaflet passed onto them outlining the aims of the scheme. The students will be seen initially so that an explanation can be offered as to why this help is being made available and what it might entail. Baseline data / Entry Profile Data is drawn from the computer systems and consists of Attendance patterns Punctuality records Attainment and effort grades PASS (Pupil attitude survey) (Appendix 1C) Exclusions on entry Staff info Gender and ethnicity Learning preferences (Where available) The Mentor Process Individual Action Plans: Once information has been collected and a mentor assigned, the mentor will arrange for a one-to-one meeting to take place with the Mentee. Students can be seen in lesson time. Where this is the case, mentors are careful to avoid hitting the same lesson every week, unless this has been agreed with the staff concerned. Targets are identified and strategies put into place. The strategies used can be many and varied according to the Mentees needs, but the following strands tend to run through the mentoring process. Target Setting Targets are set to focus and motivate students. They should be measurable, achievable, and relevant. (Time bound) All Mentees have targets set even if only emotional support is needed. Effectively the mentors Input should form part of or the whole of an Individual Action Plan (Appendix 3a). Relevant people Year Leaders, form tutors and parents will be informed of targets as appropriate as this can significantly improve the chances of success in attaining them. Follow-up and reviewing are also important elements of the process. Review As the mentoring process unfolds, the target set should be time related and a review held at the end of this period. The review could include parents. Year Leaders etc but may simply Involve the Mentor and Mentees alone. At this point the future course of action should be decided and possibly new targets set and new strategies put in place. (Appendix 3b & 3c ) Intervention Strategies There are different approaches depending on the students needs. Internal Support Building Learners confidence Anger Management Organisation Skills Social Skills Attendance Bereavement Aim Higher Work related Coordinator PA Connexion Emotional literacy development Liasing with SENCO External Support Social Services CAMHS Training Providers Alternative Learning Providers Youth Offending Team Ed Psych Intervention time limited 12 weeks should be used as a guide to evaluate the process towards achieving targets agreed. Entry profile Action plan Intervention Report Evaluation plus amount of input given Extended monitoring will be necessary for a number of students with complex and multiple needs. This will be discussed with the Year Leader. (Appendix 3d &3e) Exit Criteria Students may be exited from the process for one of two Reasons: The problem has been identified and tackled to a degree that allows the student to resume working without further support. The student has failed to co-operate to such a degree that mentoring has become pointless. It will then be discussed with Year Leader and Mentor team to find other appropriate intervention. Summative Evaluation Once a student has been exited the mentor records the effectiveness of the process with available evidence. This could be in the form of improved effort and attainment grades, better attendance or punctuality, less conflict within lessons or school generally etc. Some of the information will be available through the Administration Network; other elements may depend on staff or student perception. Where relevant an attitudinal survey will be used based on a questionnaire. (PASS, Student evaluation and parent fed back). A successful intervention should manifest through raised achievement. Records will be kept until the student leaves school: it is possible that mentor intervention may be required later in a Mentees school career. (Appendix 4 a, b & c) LEARNING MENTORS ATTACHMENT TO YEAR TEAMS The benefits of placing a Mentor in each year group have been very successful. For Example: Year Leaders, Teaching staff students and parent know exactly who to contact for immediate response. Meeting with one person each week to discuses all targets set. Year Leader is able to access the individual needs of their students. Evaluation from Year Leaders and Mentors (please see back of booklet) High Mentor profile through assemblies and consultation evenings. Mentors become more familiar with each year group Strong relationships can also be built Needs of the Year group are met LM LINE MANAGER The Learning Mentor Coordinator line manages the senior mentor and provides a link with the senior leadership group. The LM Co has an overview of exciting provisions and is responsible for the strategy development of the team. SUPPORT ON DEMAND Key Stage 3 Provision 1 -1 Mentoring Anger management Anti-bulling Conflict resolution workshops Referrals to partner agencies regarding health and welfare. Reintegration following a students exclusion. Kick Start Y8 Student observation and behaviour Transition support Outside agencies Key Stage 4 Provision 1 -1 Mentoring Coursework support Revision support Referrals to partner agencies regarding health and welfare. Support with collage/job applications Student observation and behaviour Development of ASDAN group Supporting students catch up on alternative curriculum Group work with Drug and Alcohol team DIRECTED SUPPORT Lunchtimes/After School Friendship / nearly teens Gardening club Art club Drama Girls Social Group Health & Welfare issues As we now have a team of 7 Mentors it is logical to adopt a structure whereby different aspects of mentoring are coordinated by a named person. Kick Start / Behaviour Support Groups Objective: To develop and deliver programmes aimed at behaviour / attendance modification. Work Experience Link Objective: To help develop and support work experience placements for students experiencing alternative curriculum at Key stage 4. Gifted and Talented Objective: To support students of the highest academic ability overcome any barriers to achievement. Attendance support Objective: To provide early intervention and support for targeted students in Year 7. Readiness For Learning (Learning Challenge) Objective: To boost readiness for learning to a cohort of students in Year 7. Transition Objective: To support Year 6 students and Learning Mentors from primary Schools. Key Stage 5 Objective: To support those students identified by the pastoral team, who may need help through transition. WORKLOAD GUIDANCE Allocation of Time Period 1 All Mentors should be available for students to drop in at morning registration. Attend assembly once a week. 1:1 1:1= 40 minutes 20 minutes of 1:1 contact 20 minutes of admin / 30 - 10 Naturally, some students may need double initially or at times of need. Groups Group work = 80 minutes 40m contact & 40m admin, this would make it possible to do two groups per week. Groups such as kick-Start may need an 80m slot this would be double allocation, 160m (4 periods per week) 80m admin time. Lunchtime Activity groups 2 per week = 2h Meetings Team meeting per week 1 hour Year leader meeting 40m Structured Time = 20 Hours 1:1 = 13 hours Group work = 2 groups per week = 2h 40m Lunchtime Activities = 2h Meetings = 1h 40m Period 1 = 1h 15m All mentors have timesheets to be handed in each week. This would leave time for organizing Home visits, liasing with outside agencies and other additional responsibilities urgent matters arising. (Appendix 5 / 6) Mentors are asked to timetable groups into their working week. This will place structure for both Mentor and Year Leader and thus nothing other then group session can been done at these times. Such systems put in place and guidance for workload in order to allow the team to work more efficiently. This also gives Year Leaders more clarity of how the time is spent. There maybe time when there is a waiting list for students. (See appendix 5) SUPERVISION The purpose of the formal supervision session will be to assist the staff to fulfil the responsibilities and tasks of their post. Each session must include the following agenda items: - Feedback and review of supervision, caseload review, and review of practice, staff training/development, data accuracy, and Additional agenda items will be jointly agreed. Formal supervision will take place at least once in every half term. However, additional supervision sessions maybe requested at the discretion of either party. The supervision dates will be fixed in advance at a mutually agreed time. Both parties will honour the appointments made in advance. If cancellation is necessary an alternative date will be agreed. Supervision notes will be prepared by senior Mentor on the items discussed and actions agreed, these notes must be signed by both parties. A photocopy will be sent to the staff member. Formal supervision sessions will not stop opportunities for informal discussion on matters of importance that arise from day to day. The contents of supervision will remain confidential, unless there are implications for departmental guidelines or policy. Any items of a personal nature discussed during supervision will be treated as confidential, unless such disclosures directly affect the work situation. In some cases this may necessitate a three way meeting with senior Mentor and Coordinator. Supervision records should be available for Line Management examination when requested. MANAGEMENT STRUCTURE Head Teacher Line Manager  Senior Mentor  Learning Mentors APPENDAICES AND RELATED POLICIES Learning Mentors are able to follow school polices, such as Behaviour and child protection All Policies can be found in the staff handbook. -An    AH =c9:ij~ "###$$'%>%q&&&&''((((Ƽ5aJ5CJ\aJaJ$5\aJ$mH sH mH sH  5\aJ$ 5CJaJCJaJaJCJ55\ 5CJ\6] 5CJaJaJCJ(aJD'@Wun$a$$ & F(a$$h^ha$ $ da$ & F 5d^5` $ da$$a$7no'2Ec D E ` p $ & Fa$$ & F(a$$ & F^`a$$a$ $d<a$   ';X& $d<a$  & F(d & Fd$a$$ & Fa$&@AH =Nbp{$ & Fa$  & Fdd$a$ $d<a$ %DYbc:* $ & F d<a$ $ & F!d<a$$ & F!a$$h^ha$$a$ $d<a$ $ & Fd<a$$ & Fa$ijf | } ~ !l!!!7"z""$ & F5d<]^5`a$$ & F5d<^5`a$d< $ & F(d<a$ $ da$ $d<a$ $ & F d<a$""""#####$$$$($9$G$e$$$$ & Fa$$h^ha$$ & F(a$$a$ $d<a$ $ & F(d<a$ $hd<^ha$$ & F5d<]^5`a$$$%%&%'%=%>%M%`%q%%%%&H&p&q&&&&&&&' $ & Fd<a$ $d<a$$ & Fa$$a$$ & Fa$'''(((((((();))) **h*t****** + +$a$ $ & F(d<a$ $d<a$ $ & F$d<a$ $hd<^ha$((();))) **h*t**** ++++,&,#-3->-t------------.000002233}3~3647466666666666667 7777ĵ5CJ\aJ 5CJ\jCJUmHnHsH u5CJ\aJ 5CJaJaJCJaJCJ56CJ\aJ 6CJaJCJaJ\5\ 5CJaJ5A ++f+++++,,&,,- -#-3-4->-[-s-t------. .@.$a$$a$$a$@.A../ 00000000223~37446666666$a$ $ & F(xa$$xa$ $ & F(xa$$^a$$a$6666666666666 7 7 777777777777$^a$ & F($a$77777$a$d $d<a$77 OJQJ^J#0P/ =!"#$% i8@8 NormalCJ_HaJmH sH tH V`V Heading 1$$d<@&a$5CJOJQJ\^JaJ$T`T Heading 2$<@& 56CJOJQJ\]^JaJN`N Heading 3$$d<@&a$5OJQJ\^J>`> Heading 4$@&5OJQJ\^JP`P Heading 5$$x@&a$5CJOJQJ\^JaJD`D Heading 6$$@&a$5OJQJ\^JX`X Heading 7$$ d@&a$>*CJ(OJQJ^JaJ<A@< Default Paragraph Font8B`8 Body Text$a$ OJQJ^J3 Z'@Wuno'2Ec  DE`p ';X&@AH =Nbp{ %DYbc:*ijf|}~l7z    ( 9 G e !!&!'!=!>!M!`!q!!!!"H"p"q"""""""###$($$$$$(%;%%% &&h&t&&&&&& ' ''f'''''((&(() )#)3)4)>)[)s)t))))))* *@*A**+ ,,,,,,,,../~/7002222222222222222222 3 3 3333333333333333h00 0 0 0 0 0 0 0 0 0 0 000000( 000000 0 0 0 0 000( 00000000000 0 0 0 0 00000(00  0  0  0  0  0  0  0  0 0 ( 00000(000000A0A0A0000 0 0  0  0  0  0  0 0 0 0  0 0 0 0 0 0 0 00000! 0! 0! 0! 0000(00 0 0000j0j0j0j0j( 0j0j0j 0j 0j 0j 0j 0 j 0 j 0 j 0 j0j( 0j0j0j0j0j( 0j0j0j0j 0j 0j 0j 0j 0j 0j 0j 0j 0j 0 j0j0j0j 0j 0j 0j 0j 0j 0j 0j 0j 0j0j0j0j 0j 0j 0j 0j 0j0j$ 0j0j$ 0j0j0j0j$ 0j0j$ 0j0j$ 0j0j$ 0j0j$ 0j0j0j0j( 0j0j0j0j0j0j0j0j0j0j0j0j0j0j0j0j80j0 )0 )0 )0 )0 )0 )00t)0t)0t)0t)0)0)0)0)0)0)0)0)0)0)0)0)0)8( 0)0,0,0,0,0,0,0,0,0,( 0,0,H0,0202X020202X0202020202020202( 0 200000000000000 000(77',n &"$' +@.677 !"#$%&()*+78  @B (  NB  S DNB  S DNB @ S DNB @ S DNB @ S DNB @ S DNB @ S DNB   S DB S  ?222222223t*t t |t r tArAt@r@trtCF e222233QR C'2333333marysimsC:\FROM POLICY TO PRACTICE.doc'|b<NX(+$@f-hm`g & ;0l)'1 !M d&# ~]f&m.+Ћ\B-oD .#X.Txa2(;x9s)WZ%$YAY*6eI~Oj¸<wkvnIl‰Fxmo~p:|Ίjs,8;nu47hTvz**h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH@0^`0.hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH@h5 OJQJo(.^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. 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