The Achievement Show June 2010 Emirates Stadium, London How G&T students can be used as mentors for SEN students: 1. Outside the classroom 2. Inside the classroom Mark Cooper G&T Co-ordinator St. Peter’s Collegiate School, Wolverhampton

Objective 1: Mentoring Outside the Classroom  The school uses the MBF Programme produced by the Mentoring and Befriending Foundation  This programme has the added benefit of gaining the school its logo for best mentoring practice

Mentoring and Befriending Foundation See website for more details

The Benefits of achieving APS (Approved Provider Standard)  The practical benefits of achieving the APS include:  External recognition for safe and effective practice in mentoring and befriending  APS is an accepted benchmark by government departments and other funding bodies that will help with your funding applications  Increased public confidence in your mentoring or befriending programmes to help promote your programme to potential service users and volunteers

The Benefits of achieving APS (Approved Provider Standard)  Provides a ‘health check’ of your project to ensure that you are operating in a professional way  Entry onto the online APS directory of Approved Providers to allow practitioners to network and share good practice and potential volunteers and service users to contact your projectonline APS directory  Entitlement to MBF membership whilst ‘Working Towards’ APS offering:MBF membership Complimentary copy of Rapport magazine Discounted registration fees for our national training programmenational training programme Resources and research available at a discounted rate Resources and research Discounted registration fee for the MBF national conferenceMBF national conference Certification and use of the ‘Approved Provider Standard’ logo, to help promote and raise the profile of your project

Identification  Prior to Year 6 arriving into Year 7 students are identified in following ways: 1. Transition meetings between Primary / Secondary colleagues to identify those with SEN who would benefit from the mentoring programme 2. Identifying Year 8 students who want to become mentors to the new Year 7. (This is done through application and interview) 3. This programme is now running throughout KS3 and has entered KS4 – students in the higher year group mentoring those in the lower year group

Matching Mentor to Mentee ‘Speed Dating’  During the first few weeks into the Autumn Term the Mentors and Mentees are brought together for a ‘Speed Dating’ exercise 1. Mentors and Mentees move around so that each meets each other 2. Mentors and Mentees can ascertain who they feel comfortable with 3. They are then allowed to select each other

How the Mentoring Works  Mentors and Mentees are meant to meet at least once a week – outside classroom times (usually break & lunch). Although a meeting can be requested at any time – as required 1. They record what has been discussed and any targets set 2. Mentors can refer things (potential problems) to an HLTA who monitors the programme 3. Although confidentiality is important Mentees are told that potential problems that cannot be dealt by the mentor will be referred to the HLTA

Benefits of the Mentoring Programme 1. Year 6 students with SEN settle into school very quickly 2. Mentees are able to relate to someone nearer their age 3. Mentees feel they have someone to support them 4. Mentors feel they have ownership within the pastoral element of school life 5. Mentors are nearer to what it is like being a pupil and are able to share their experiences with their mentee

Objective 2: Mentoring within the classroom  This takes a variety of forms 1. Use of more able students to support SEN 2. Teaching strategies and techniques

Able students supporting SEN 1. Paired work 2. Group Work 3. Homework clubs – lunch time and after school

Teaching strategies and techniques 1. Thinking Maps 2. Thinking Mats 3. Habits of Mind 4. P4C – Barry Hymer 5. De Bono – ‘Thinking Hats’ 6. Spaced Learning 7. PBL linked to PLTs 8. Listening to pupils via interviews and VofL

The VofL  See attached example