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:
Observation:
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 The dispensation will end 28/07/2024 but may be withdrawn if the dispensation is no longer necessary.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
Supporting learners of all ages, and all levels, to develop within a new work role.
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.)
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The Learning Mentor will be able to: |
The Learning Mentor will understand: |
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Provide mentoring support |
Procedures for effective mentoring |
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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 |
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S2 communicate and collaborate effectively and use effective questioning, listening and assertiveness skills |
K2 effective questioning, active-listening and assertiveness techniques |
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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 |
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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 |
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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 |
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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 |
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S11 comply with internal and external quality assurance requirements |
K11 quality assurance requirements relating to the mentoring environment. |
Individual employers may set any entry requirements which may include:
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:
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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Contact us about this apprenticeship
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
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| 1.0 | Approved for delivery | 29/01/2019 | 28/02/2023 | Not set |