Criteria for Referrals

All students have access to support from a Mentor. The following patterns of behaviour may need referral to a Mentor (this list is by no means inclusive):

  • Long-term illness
  • Poor attendance, in consultation with Education Welfare Officer (EWO)
  • Truancy
  • Poor organisational skills
  • Domestic violence
  • Aggressive/confrontational behaviour
  • Emotional difficulties
  • Lack of access to the curriculum
  • Exam stress
  • Poor relationship skills
  • Young carers
  • Exclusion
  • Low self-esteem
  • Academic underachievement
  • Bereavement

Students on the Academy Action Plus register already receive support through the SEN department and normally should be referred to a Mentor. Students may be identified through their behaviour in and out of class, their academic performance, their absence from academy, or other means, such as self-referral or through behaviour.

Mentors will also take a role in the academy’s baseline testing programme and monitor results and class groups, in order to identify those who need extra help to overcome barriers to learning.


The Mentors will liaise with other internal agencies such as SEN/ALN/ EMA and numerous external agencies that may be involved with the students such as EWO, Pupil Referral Units, the Behavioural Support Service, the Educational Psychological Service, Social Workers, Youth Offending Teams, Careers Service and the Youth Service. Consultation is necessary where the student is already receiving another service and there is a need to tailor work to fit in with the work of other professionals.

The Mentors will keep a log of all external agencies in order to provide a comprehensive service to all students. This will be logged on to the academy’s data system.

Mentors will consult with feeder primary schools, including primary mentors, to ensure that the transfer to the academy is as successful as it can be for all students. Mentors will consult with, and involve, the parents of those students with whom they are working.


Classroom observations of all students in Year 7 will take place in the first half-term for the purposes of baseline assessment, identifying students in need of a Mentor and ensuring a smooth transition to the academy for all.

These observations will be recorded using a standard observation form and the outcomes will be discussed at a meeting with the ATL for Year 7 and Inclusion Leader who will refer identified students through the Inclusion Panel. Specific classroom observations will take place for students who are a part of the Mentoring programme to provide baseline assessment information and to monitor progress in achieving targets.
In all cases of classroom observations the Mentor will consult with the relevant classroom teacher in advance of the observation and will not be involved in, or responsible for administering discipline in the classroom.

Joint Planning

Initial Consultation/Assessment (Needs Analysis): Further to the information gathering (Consultation Process) students will undergo an initial assessment with the Mentor(M) to establish the students needs/requirements and barriers to learning. Standard Format Documentation (SFD) will be used by all M’s, additional documentation may be used as well.

Individual Action Planning

Following initial assessment an Individual Action Plan (IAP) will be drawn up with the student and any other parties as appropriate (Parent/Carer, SENCO, EWO, ATL, Subject Leader (SL), Outside Agencies).

  • Targets will be set based on the work undertaken between the student, the M and any other parties (at that stage) and in light of the consultation date collected as part of the referral process.
  • Strategies/Interventions (see below) for meeting targets and overcoming identified barriers to learning will be drawn up between the students, the M and any other parties’ appropriate (see above).
  • Progress towards meeting Targets will be measured in an Interim Review (SFD)
  • The date for Interim Review will be set with the students when targets are set.
  • Interim Reviews will take place each time the M/Student meets where there is a new target to review.
  • On completion of a target, new targets will be set or prior targets amended as appropriate.
  • Feedback/progress reports will be sought from relevant parties (as above). Students will be informed of this procedure when targets are set.
  • Targets and strategies to be used will be transmitted to all relevant parties as appropriate.
  • The student will be informed of the timescale for their mentoring.