Working with learning mentors Learning mentors support, motivate and challenge pupils who are underachieving. They help pupils overcome barriers to learning caused by social, emotional and behavioural problems. Learning mentors need good listening skills and an understanding of health and social issues that affect children and young people's development. The mentors mainly work with children who experience 'barriers to learning', including poor literacy/numeracy skills, under- performance against potential, poor attendance, disaffection, danger of exclusion, difficult family circumstances and low self- esteem. - DFES

Role of the learning mentor Professional Friend Role Model Observer Support Teacher Assessor Negotiator Supporter Target Setter

Working as a support teacher Identify focus students and deliver specific objectives. – regular focused input identified on a timetable. Team teaching with the teacher. Attends planning meetings and then differentiates teachers plans or provides additional resources to scaffold the learning (word banks, larger print) Short term specialised intervention programs, progress measured over a block of time, (eg, Springboard to maths, Phonics, circle time).

Working as a role model/professional friend! Ask questions don’t judge! Be on time and prepared. Be flexible with working non structured times: break time/lunchtime. Feedback to the teachers. Be impartial, stick to facts. Listen. Think holistically about supporting students - Emotionally and physically well presented students experience higher levels of success. Did you find it difficult to concentrate in class today? What could we do to help? I noticed you appear sad since falling out with Abdullah, do you think we can sort things out together?

Working as an assessor! Useful websites: e.htm Reading age assessment (free) e.htm Strengths and difficulties questionnaire (free + free report generator!). hub.html Use early identification sheets for ADD/dyspraxia etc (free resources and links) Checklists / hub.html Checklists / Observations – observe a pupil for 10 minutes in different aspects of a lesson – look every 10 seconds and record what they are doing (factual)

Writing targets and IEP’s Use assessments and observations to identify key areas of weakness. Communicate this with teachers/parents Write SMART targets together, identifying who, what, when, and how often. Keep written records for review sessions. Strategy-Banks / Strategy-Banks / IEP writer – create and print free IEP’s

Being Supportive! Set up buddy systems Give time Talk to parents/teachers Set up reward systems/special programs. Give praise Create a non threatening environment – ok to make mistakes. Don’t give up -find a way to make it work