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This apprenticeship standard is in development and is not yet ready to use

Why is this apprenticeship not ready for delivery?

An apprenticeship standard is only available for delivery when both the standard and assessment plan is approved and a funding band (core government contribution) has been assigned to the standard.

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If you'd like to get involved and contribute to the development of this standard, please read about developing standards and assessment plans. You can email the trailblazer contact using the details on this page.

Reference Number: ST0148

Details of standard

This apprenticeship standard is currently in development and its contents are subject to change

Role / Occupation

Learning Mentor (LM)

Duration

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

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

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

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

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

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

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

S7   maintain appropriate records for the learning programme, complying with quality, confidentiality and data protection requirements

S8   liaise with relevant colleagues to support the implementation of learners’ action plans

S9   be vigilant in safeguarding learners and others in contact with them

S10  maintain the currency of their vocational skills

S11  comply with internal and external quality assurance requirements

 

Procedures for effective mentoring

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

K2   effective questioning, active-listening and assertiveness techniques

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

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

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

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

K7   organisational and legal requirements for recording, storing and sharing information on learners’ progress, needs and welfare

K8   the roles of workplace and education provider colleagues who contribute to learners fulfilling their action plans

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

K10  opportunities for continuing professional development

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.

Qualifications 

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.

Progression

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.

Review

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

Change log:

Last updated 11th April 2018

DATE CHANGE PREVIOUS VERSIONS
11th April 2018 Minor changes to the wording and titles in standard  Current standard 
11th April 2018 Assessment plan published  Current AP 
Standard first published  Learning Mentor_01 

Crown copyright © 2017. You may re-use this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. Visit www.nationalarchives.gov.uk/doc/open-government-licence

Status: In development
Proposal approved Standard approved Assessment plan approved
Level: 3
Reference: ST0148
Route: Childcare and education
Trailblazer contact(s): jownorth@gmail.com
Employers involved in creating the standard: ITCSkills Limited, CETTAcademy, Canterbury University, Youthforce, Babington Group, Halesowen College, Michaeljohn Training, FOAP(T) RNAC – MOD, Derby University, Bedford College, Hull Training and Adult Education, Hull City Council, Bowling College, Hull City Council, City and Guilds, Fircroft College of Adult Education