This apprenticeship has been retired

A dispensation has been applied to the Learning Mentor apprenticeship version AP01 for this retired apprenticeship. The dispensation will last up to 28/07/2024 or sooner if all learners have completed.
End-point assessment organisations (EPAOs) delivering EPAs for the apprenticeship will implement the dispensation as required, supported, and monitored by the relevant EQA provider.
The key changes are:
There will be no requirement for the EPAO to appoint a subject specialist to support the independent assessor.

A temporary dispensation has been applied to the ST0148 learning mentor end-point assessment plan version AP01 for this apprenticeship. The dispensation will end 28/07/2024 but may be withdrawn if the dispensation is no longer necessary.
End-point assessment organisations (EPAOs) delivering EPAs for the apprenticeship will implement the dispensation as required, supported and monitored by the relevant EQA provider.

The key changes are:

• Remove the requirement for the apprentice to complete the level 2 ICT qualification

Overview of the role

Supporting learners of all ages, and all levels, to develop within a new work role.

Learning mentor

Reference Number: ST0148

Details of standard

Role / Occupation

Learning Mentor (LM)


Minimum 12 months

Mentoring is - and has been for centuries - the foundation of vocational training and apprenticeships, yet this standard is the first formal recognition of this role.  Nowadays, mentoring takes place in all parts of the Education and Training Sector (ETS) and staff-development contexts. LMs support learners of all ages, and all levels, to develop within a new work role.  These learners may be, for example, apprentices, trainees or new recruits (ranging from young entrants, to new CEOs) in the workplace, or in any vocational learning environment. 

LMs will have sector-specific experience and qualifications, as determined by their employer or professional body, which they use to guide and advise those who are less experienced and new to a work role. The LM is therefore a ‘dual professional’ having both up-to-date knowledge and skills in a specialist vocational or subject area, together with the generic skills necessary to support learners (as potentially a first step towards a secondary role as an education and training professional).     

LMs therefore support the development of learners’ knowledge, skills and behaviours, throughout their programme, particularly in applying theoretical learning in practical work environments (and usually on a one-to-one, or small group, basis). They give practical, technical and/or pastoral support and guidance. 

LMs collaborate closely with colleagues, other ETS professional, employers and/or human resource colleagues to meet learners’ needs and achieve their potential.

The LM apprenticeship requires development of the following professional behaviours, knowledge and skills:

Within the sector, ‘mentoring’ is understood to be different to ‘coaching’; being a relatively basic learning-support role, involving advice and guidance delivered by a more experienced person.  (See the Level 4 Assessor-Coach Standard for further clarification about these two different roles.)

 Professional behaviours. The Learning Mentor will:

  1. Promote an ethos of motivation, aspiration and a passion for learning
  2. Operate at all times to ethical and legal standards and within professional boundaries
  3. Value equality and diversity and work with others to improve equality of opportunity and inclusion
  4. Be resilient and adaptable when dealing with challenge and change, maintaining focus and self-control
  5. Demonstrate, encourage and expect mutual respect in all professional contexts

The Learning Mentor will be able to:

The Learning Mentor will understand:

Provide mentoring support

Procedures for effective mentoring

 S1   advise, guide and supervise learners to acquire the most benefit from their learning programme

K1   effective practice in providing accurate and relevant vocational/pastoral advice and guidance

S2   communicate and collaborate effectively and use effective questioning, listening and assertiveness skills

K2   effective questioning, active-listening and assertiveness techniques

S3   work with education providers and workplace colleagues to plan and implement structured and meaningful learning and work experience

K3   learning programme requirements and the need to plan contextualised learning in authentic or realistic work settings with the learner support team

S4   liaise with assessors, coaches and/or teachers to facilitate formative and summative assessment of learners’ skills and knowledge

K4   the roles of assessors, coaches or teachers in providing practical help with assessment processes and requirements

S5   identify and refer issues relevant to learners’ progress and well-being, to education-providers and/or workplace colleagues

K5   who has a legitimate need to be kept informed of issues impacting on the learner’s well-being and progress

S6   collaborate with the wider education support team to review learners’ progress and to provide evidence of progress and achievement

K6   the mentor’s role in supporting the learner’s development and how to provide valid evidence of progress and achievement

S7   maintain appropriate records for the learning programme, complying with quality, confidentiality and data protection requirements K7   organisational and legal requirements for recording, storing and sharing information on learners’ progress, needs and welfare
S8   liaise with relevant colleagues to support the implementation of learners’ action plans K8   the roles of workplace and education provider colleagues who contribute to learners fulfilling their action plans
S9   be vigilant in safeguarding learners and others in contact with them

K9   how learners may become physically or psychologically at risk, and channels for reporting concerns

S10  maintain the currency of their vocational skills K10  opportunities for continuing professional development

S11  comply with internal and external quality assurance requirements

K11  quality assurance requirements relating to the mentoring environment.

Entry Requirements

Individual employers may set any entry requirements which may include:

  • A strong aspiration to support learners.
  • (As a dual-professional) A qualification, at an appropriate level in the candidate’s vocational/subject specialism.
  • Recent experience and knowledge relevant to the context of the mentoring role (e.g. current industry standards).

Candidates may have achieved maths, English and ICT skills at Level 2 (equivalent to GCSE Grade C or above) prior to commencing their training. Those that have not must achieve this prior to taking the end-point assessment.


Outcomes for this standard must include:

  • Level 1 Safeguarding

Employers may also wish candidates to achieve appropriate additional qualifications in Education and Training including mentorship.

The above outcomes will be achieved before the end-point assessment.


The LM could progress further within their vocation specialism and/or into roles involving the assessment and coaching of vocational learners.  They may also be eligible to progress onto a full teaching role within an education and training provider organisation.


The apprenticeship standard should be reviewed after a maximum of 3 years.

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Status: Retired
Level: 3
Reference: ST0148
Version: 1.0
Date updated: 15/02/2024
Approved for delivery: 29 January 2019
Route: Education and early years
Minimum duration to gateway : 12 months (this does not include EPA period)
Maximum funding: £5000
LARS Code: 403
EQA Provider: Ofqual

Contact us about this apprenticeship

Employers involved in creating the standard: ACL Essex, Activate Apprenticeships, Basingstoke College Bedford College, Birmingham Metropolitan College, City & Guilds Derbyshire Adult Community Manager, Doncaster College, Education & Training Foundation, IPS International Ltd, ITC Skills, Halesowen College, HIT Training, Hull Training & Adult Learning Leeds College of Building, Leicester College/De Montford, University Partnership, London Borough of Hillingdon, Michael john Training School, National Skills Academy for Health, Newcastle College, South Devon College, Swindon College, Youth Force

Version log

Version Change detail Earliest start date Latest start date Latest end date
1.0 Approved for delivery 29/01/2019 28/02/2023 Not set

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