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					                        Learning Mentor Case Study
Date of Observation:

School / Contact:

Alexandra Primary                            Wendy Dottin-Mills
Subject of Observation:
Anger management session. 1 girl/ 1 boy. Y6.        2 nd Session.
2.30-3.30 pm.

 Developing coping strategies for anger.
 Encouraging positive thoughts.
 The session was held in the mentor room.
 The session was planned from an anger management book.
  ‘Anger management. 10 week small group counselling programme.’
  Roxie J. Crouch.
 The session started with a homework and parent/carer contact check This is included
  in the session every week. There is a reward system for this completed work. A
  discussion about the homework continued.
 There was a recap of last week‟s rules and targets. The LM prompted where
 There was a focus on a body awareness of anger. Tightening and „scrunching‟ parts of
  the body then releasing to relax. Question on „How did that feel?‟
 A discussion followed on the question. „How do you feel when angry?‟ (This was
  related to their own experiences at home or at school)
 The LM then talked through a guided imagery (Week 2) from the text used. The
  children chose their own comfortable positions. (This was lying flat on the floor.)
 The LM then introduced the homework for next week.
 A game of „Friendship Island‟ and „Memory game‟ was set up to end the session.

 The LM plans to prepare the board game that goes with the programme book.
 It was suggested that a white board to scribe responses as part of the session might
  add a visual context that supports a different learning style.
 The children were engaged, co-operative and calm in the session.
 The children were able to express their own anger experiences and relate them to the
  strategies discussed.
 The variety of different exercises, from the talking to the physical and ending on a
  game worked well.
 The set programme was not rigidly adhered to. The LM used her own knowledge of the
  children to adapt the programme to their needs.
 The children were able to talk about strategies for dealing with their anger that they
  would use in future.
                        Learning Mentor Case Study

Date of Observation:
March 2003

School / Contact:
Coleraine Park Primary - Alan Harry

Subject of Observation:
Breakfast Club / Football session

 To promote an awareness and understanding of the importance of rules and
 To build positive relationships
 To encourage teamwork
 To ensure that children have a healthy start to the day with breakfast

 The children were in the dining hall and had a choice of food.
 Approximately 50 children attended but about 80 are on the register
 Staffing consisted of 2 SMSA‟s, 2 kitchen staff and the LM.
 The learning mentor had targeted some mentees to attend the Breakfast club and the
  football coaching to work towards the objectives previously outlined.
 The learning mentor has been supporting the Breakfast club for a year and running the
  football session for about a month.
 The learning mentor runs basketball and hockey on other days
 The morning sessions run for five days a week.

 The learning mentor supported the serving of the food and helped organise the
  children. He used this time to meet and greet the children.
 At 8.30am the LM took the Y5 and Y6 children who had finished to the main hall for a
  football game.
 The teams were mixed gender.
 The LM acted as referee and used this role to reinforce the rules and to encourage
  teamwork and fair play.

 The children were co-operative and worked well as teams
 The learning mentor modelled a calm and positive approach to playing football and the
  children responded well to this
 Children had a positive, nurturing and healthy start to the school day
                               Learning Mentor Case Study
Date of Observation:
March 2003

School / Contact:
Coleraine Park Primary - Sue Field

Subject of Observation:
Year 6 Circle Time - focus on identifying stress.

 To develop the ability to describe feelings
 To be able to identify stress in themselves
 To increase awareness of others‟ stress
 To build respect for others opinions and feelings

 40 minute session (built into class timetable)
 Session was held in the upstairs hall to enable full & comfortable circle to be formed
 Approximately 25 children were in the session (one Y6 class)
 The learning mentor had been working with the class since the beginning of the school
 Class teacher also attends sessions

 The session started with the Golden River warm up from Jenny Mosely‟s book (Quality
  Circle Time).
 The group sat in the circle and the learning mentor reminded them of the Circle Time
 The first activity involved each pupil making a contribution beginning with „My name
  is…….and I feel……..’
 Discussion of last week‟s work on identifying stress followed.
 With a ball as a talking object *, the group took turns in answering the following:
   What is stress?
   When do I get stressed?
   What happens to my body when I am stressed?
   How can I calm down?
   What are the signs that a class teacher is stressed?
   How could we help we help the class teacher?
 The session ended with everyone holding hands and an electric squeeze message was
  sent from the class teacher to a child in the group.
* talking object – used to identify whose turn it is to speak; no one can interrupt this person

 The children identified triggers of stress in themselves and others
 The children listened carefully and valued others‟ contributions
 The children were thoughtful, responsive and fully engaged
 The learning mentor modelled a calm authority and the children responded well to this
                        Learning Mentor Case Study
Date of Observation: 26.2.04
School / Contact: Crowland Primary             Kevin Pennant (LM Support)
                                               Kim Staniland ( Peer Mediation Trainer)
                                               Debra Phillip (LM. Absent)
Subject of Observation:
Peer Mediation Group training.
 To train children in Peer Mediation.
 To help children resolve conflict situations.
 The trainer leads the session with the LM as support in the school-dining hall.
 16 children attend
 The children are nominated by class teachers and learning mentors (2 from each
 Two thirds of the group are role models and one third are included to be benefit from
  the responsibility.
 The children wear caps with „buddy‟ on them to identify them in the playground.
 The LM collected the children and the trainer took the register when they arrived.
 The children began the session with a warm up game (called Ladders). This was a
  team building action game of two lines of children sitting facing each other, legs
  outstretched with gaps between them. The trainer called out numbers and the children
  ran up the „ladder‟ and round back to the original place. The fastest was the winner.
  Two children kept the score.
 The children returned to a circle and passed round an „electric squeeze‟ by squeezing
  each others hands in silence until it had reached the starting point.
 The trainer handed out conflict scenario cards to read and discuss.
 The group was asked to offer ways of resolving the situation with the trainer suggesting
  extra strategies.
 The LM supported children throughout by moving round the group and talking quietly to
  individuals to encourage good behaviour.
 The trainer introduced a drawing of an „escalator‟ and scribed responses to illustrate
  the „escalation‟ of conflict from the story.
 The trainer reminded children that if they felt someone was in danger to go for adult
 The trainer ended by asking the children to list the „promises‟ that a mediator makes to
  other children. - We won’t take sides / We won’t boss you around / We won’t gossip
  about a problem.
 The children were able to identify ways of resolving conflicts and offered many
 The LM will be able to support the mediators in the playground by being part of the
  training process.
 The children are given confidence and responsibility from the training, to intercede in
  supporting other children.
 A whole school assembly is planned to introduce the peer mediation role.
                            Learning Mentor Case Study

Date of Observation:
March 2003

School / Contact:
Devonshire Hill Primary - Clair Diamond

Subject of Observation:
Nurture Group
Focus: Easter baskets

 To develop social skills: co-operation & sharing skills
 To develop strategies for positive behaviour

1 hour session
Held in the Learning Mentors room.
8 children Y1/2 identified need
LM had been working with the group since the beginning of the school year

 The tables set –up prior to the session with paints/brushes/palettes and lolly stick
  baskets that were completed in a previous session. Card/worksheets and felt pens also
  used available for use later in the session.
 Another table set-up with fruit, juice, rice cakes and mini Easter eggs.
 The LM collected the group and explained the objectives and tasks. There was a
  strong emphasis on the importance of sharing and co-operation.
 The next group task was to colour in some Easter egg worksheets to make into a card.
 The group was lively and in order to keep them on task, the LM worked round the
  group focussing on encouraging and modelling co-operation and sharing
 LM challenged negative behaviour and offered strategies for improvement
 LM used praise to reinforce positive behaviour, making explicit what children had done
  well to the whole group
 The LM supported by modelling how to use the brushes and paints effectively.
 The children were all expected to clear up their space at the end of painting.
 The final part of the session involved the children sitting at the food table. They shared
  food and discussed what they had achieved & how they might use their sharing skills in

 The children developed some sharing skills in using the resources.
 The children developed a sense of responsibility through expectations with regard to
  clearing up after the session.
 Co-operation between the children was encouraged and discussed
                            Learning Mentor Case Study
Date of Observation: 1.4.04
School / Contact: Downhills                                  Beena Gadher
Subject of Observation:
Circle of Friends. Group work.            Y2. 5 children. 1 focus child, 5 good role models
 To raise awareness of others feelings.
 To develop knowledge of the values of kindness, love and peace amongst others.
 The session was based on „Sathya Sai: Education in Human Values‟ by Carol
 The CD used for the relaxation was „Reflections of Nature-In harmony with the sea.‟
   Pachel Bel.
 The LM collected the group and they sat around the table in the Mentor room.
 The discussion began about the focus child‟s current behaviour.
 The LM then introduced „silent sitting‟, where the children closed their eyes and
   listened to a CD. The LM directed actions of stretching and thinking about „breathing
   out‟ bad feelings that upset them.
 While the CD continued, the next statement the LM talked about was „A time when you
   felt cross‟ and then „Imagine walking away from the problem‟. And the final visualisation
   was about „Drinking a cool glass of water and feeling better‟.
 A discussion followed about how that had felt.
 The group then got into pairs for a listening game. The children were nominated as
   child 1 or child 2. No 1 child gave feedback about their hobbies/ favourite colour and
   TV programme. Then the same process for child 2.
 The children then did a recap of the „value‟ words from last week with the LM scribing
   them onto the whiteboard. These included: friendship/love/kindness/sharing/honesty.
 This stimulated the next memory game, which was a round of „I went to the shop and I
   bought the value of…‟
 The LM then asked the group a question about which good value they had been
   practising this week. How they used it and who it helped.
 The final piece of work was a hidden word worksheet to colour in. This week‟s word
   was honesty.
 The children were on task, calm, comfortable, respectful to each other and didn‟t want
   to end the session.
 The children co-operated fully with the silent sitting and were calm and relaxed
   afterwards. The children were able to access thinking about behaviour issues by using
   the visualisation process.
 The LM planned the session carefully and scribing the good value words was very
 It is always useful to remember the circle time rule of no particular child being named in
   any discussion about difficult behaviour.
 It is good practice to have objectives for the session prepared beforehand to keep them
   in mind.
                            Learning Mentor Case Study
Date of Observation: 26.2.04

School / Contact: Downhills Primary, Steve Parrin (learning mentor)

Subject of Observation:
One to One session with a school refuser.

 To settle child back into school and into the classroom;
 To raise child‟s overall self-esteem and confidence.

 Year 6 boy – school refuser.
 The child has had poor attendance due to chronic illness, he was anxious about returning to
   school last term.
 He returned to reduced hours in late January.
 The strategy was to build attendance from 1 hour to 2 hours to 3 hours and lunch over four
   weeks with intensive support from the learning mentor (LM) every day in the mentor room.
 The boy arrives at 9.30am to avoid the busy start of the day.

 When the child arrived he came to the mentor room and went on to the internet.
 The LM talked to the child about the planned work.
 He then worked on a story using „Storyweaver‟ software. This was continuing work from the
   previous day.
 The LM asked the child to collect three other boys from their class to work in the mentor room.
   He agreed. (He had refused this request yesterday)
 The group worked on science revision in a question and answer session directed by the LM.
 At playtime, as it was too cold for the child to go out, he was given the responsibility to work as
   a corridor monitor with another child.
 The child then returned to work on the story, before collecting the same group to continue
 The LM read a story from a work sheet, and then each child took a turn to re-read. The class
   teacher had planned this literacy session. This continued with comprehension questions and
   the answers were written in pairs.
 Team points were given to children who gave correct and extended answers.
 To end, the group played a card memory game. Then the three boys returned to class.
 The LM outlined the next days work before the child left for lunch.

 The LM gave clear and firm instructions for the work. The children understood and followed
   them well.
 The child was comfortable with the routine and is being given increasing responsibility to
   support his self-esteem.
 The LM gave support and direction to the group. The children were all working co-operatively in
   a respectful atmosphere, which is helping the child‟s re-integration into group work.
 The gradual building of time in school has helped the child to re-establish his confidence and
   has been very successful.
 The LM is aware that transition to secondary school is the next major area for support and is
   making plans to for this.
                         Learning Mentor Case Study
Date of Observation: 4th March 2004                      11am

School / Contact:
Earlham Primary                                     Shirley Hunter

Subject of Observation:
Observation 2 – In class support.
 Follow up to paired work;
 Two year 3 boys;
 Numeracy (one hour).

 Numeracy - To add using number bonds to 10 and 20;
 LM - To support mentee behaviour and listening skills.

 In class session as a follow up to the paired work.

 The children sat on the carpet after playtime. The LM sat at a table facing the children.
 Ch 2 watched the LM while the class teacher asked the first question.
 Ch 1 smiled at the LM and whispered a response. The LM nodded at the child. He put
  his hand up to answer the question.
 The class teacher continued with the questions. Both children looked to the LM for
  support & encouragement.
 The LM repeated some questions to the children and reminded them of appropriate
 The children then moved to work in groups at the tables.
 The LM then supported Ch 2 in his group and Ch 1 who was sat alone.


   The LM was aware of mentee behaviour and supported throughout with prompts.
   The children responded well to the repeated questions and prompts on behaviour.
                          Learning Mentor Case Study
Date of Observation:
March 2003

School / Contact:
Earlsmead Primary - Yvonne Austin

Subject of Observation:
Discussion group – anger management

 To improve ability to manage their anger
 To develop conflict resolution skills
 To promote positive behaviour

 Group of three year 6 boys (targeted for support)
 Learning mentor had been working with the group for 18 months
 Session based in the learning mentor room.
 45 minute session (1.30-2.15pm)

 LM introduced the objectives for the session
 Some issues from lunchtime were discussed.
 The learning mentor refocused the group back to the planned work.
 The learning mentor began work with prompt cards of scenarios:
    Someone took your lunch money.
    Someone called you a bad name.
 Discussion followed on first response, in turn, then learning mentor scribed these onto a
   prepared sheet
 Discussion continued this time with a focus on with appropriate response; again the learning
   mentor scribed responses.
 During the session the learning mentor encouraged the children to think carefully about their
   responses, the possible consequences of these and, where needed, helped them think about
   more appropriate strategies.
 The learning mentor also reinforced rules & boundaries by reminding them not to use names in
   scenarios and praising appropriate responses.
 A game was used to end the session in an informal and relaxed manner and give an
   opportunity to apply positive behaviour strategies

 The group had an opportunity to discuss current playground issues.
 The boys began to understand the possible positive results of more appropriate responses and
   were clear about the consequences of negative choices.
 Using a game at the end of the session allowed the boys to apply their discussion of co-
   operation and appropriate behaviour to a real situation
 The group was challenging throughout the session, but the LM kept them well focused on the
                         Learning Mentor Case Study
Date of Observation: 4th March 2004 (9.30 am).

School / Contact: Earlham Primary / Shirley Hunter

Subject of Observation:
 Behaviour support with two Y3 boys on mentee register.
 Paired work session for 1 hour 15 mins.

 To raise awareness of consequences of behaviour;
 To develop the ability to think about & discuss behaviour issues.

 The session was held in the mentor room;
 The LM used a worksheet ‘In trouble again’ from the resource book ‘Not you again-
  helping children improve playtime and lunchtime behaviour’ by Fiona Wallace and
  Diane Caesar. (Lucky Duck publishing).

 The LM began the session by reading through the questions with the children, which
  then prompted a discussion of current behaviour issues;
 The LM used different sized plastic teddies as role-play, to illustrate how people relate
  to the children‟s behaviour. Child 1 set the teddies out on the table, which represented
  family and school staff. These were placed in a circle facing away from another teddy
  that represented the child (1);
 A discussion followed about how to „turn the people around‟ to face the child. This
  could be done, it was concluded, through improved behaviour;
 The child commented that if he listened to his mum he could turn a teddy around (“ I
  can face her because she will be happy with me.”);
 The LM asked child 2 to think about his current behaviour and he explained that calling
  out was an issue;
 The worksheet was introduced for the children to draw a cartoon of three reasons why
  they had been in trouble recently and what they could do to stop getting into trouble;
 The children completed the work with prompts and support from the LM;
 Child 2 then chose teddies to represent his family and school staff. He chose to place
  them in a line facing away from the teddy to represent him in front. He turned certain
  teddies round to face his teddy if they were happy with him at the moment;
 The session ended with reward stickers for good work and concentration.

 The teddies that were used by the LM as a role-play resource were very successful in
  promoting thinking about change;
 Both the children used effective thinking skills about behaviour when prompted by the
 The LM used humour to build relationships with the children, which they enjoyed;
 The children came to appropriate conclusions about their behaviour when completing
  the third question.
                              Learning Mentor Case Study
Date of Observation: 4.3.04

School / Contact: Lancasterian Juniors - Michelle Dakin

Subject of Observation:
 Group work
 Behaviour management (Listening and concentration)
 Y3 (twins and one other)
 1.30-2.15pm

 To listen carefully to instructions and carry out the task.
 To make name bracelets.

 The session was set in the mentor room.
 The table was set up with the activity of the day.

 The group started in a circle on the carpet area of the mentor room. A child chose a soft toy as a
    speaking object.
 The LM reminded the children about the group rules.
 The LM began by asking a question about the issue of the day. (World book day)
 The LM then discussed the listening targets for the week.
 The children moved to the table and the LM gave instructions of how to make the bracelets and they
    began by choosing the letters of their name.
 The session continued with the LM reminding about appropriate language and supporting with praise.
 Wool was used to thread the name beads together and a paperclip for pushing the wool through. (No
    needles were available)
 One child was encouraged to help the other two when she showed obvious skills in threading.
 The session moved on to show the children their „caterpillar‟ reward chart which had reached enough
    targets for a prize.
 The LM asked some questions to end the session.
    „Why is it important to listen?‟
   „Why did the bracelets come out so well?‟ The group discussed these questions.
  To end the children chose a reward pen.

 The LM used good eye contact to keep the children‟s attention.
 The group needed to listen to the instructions to complete the task, this was achieved and all the children
   were very pleased with the result.
 The children had the opportunity to work independently but with appropriate praise to support them in the
 The children used their thinking skills to develop reasons for listening carefully.
 The children understood that listening to instructions helped them in learning new skills and to complete
   a task.

   To build on the success of the group, the LM could add good role models for future sessions.
   To allow the twins to develop independence, the LM could put them into separate groups.
                               Learning Mentor Case Study
Date of Observation:
March 2003

School / Contact:
Lordship Lane - Sue Gravitt & Joel Kennedy

Subject of Observation:
Attendance & Punctuality

To improve attendance and punctuality

 The school has been working hard to improve poor attendance and punctuality. DfES, who had identified
   the school as making good progress, recently visited them.
 The mentors were shadowed during their daily monitoring of attendance and punctuality. Afterwards a
   short interview was conducted.

Daily Monitoring:
9-9.15am – One mentor stood at the entrance to the school greeting pupils and encouraging them to get to
class quickly (school starts at 9am). From approximately 9.05am the mentor recorded the names and
classes of late children (including time of arrival). After 9.15am this book is taken to the school administrator
who uses it to cross reference with the registers and also continues to add any further late arrivals. During
this time the other mentor was checking on a family who had asked for support with lateness / attendance
(due to mothers illness). The mentor, having telephoned the family without response, went to the home (this
procedure had been agreed with the family).
915-9.45am – Both mentors checked registers to ensure that their target pupils were in attendance. If they
were not the mentors first went to the pupil‟s class (to double-check and ensure that wasted & possibly
antagonistic phone calls were not made to families), they then called families for an explanation. All of this
was recorded on a proforma.
Identification and Administration:
 School admin. carries out a termly analysis of pupil attendance
 All pupils with attendance of 85% or below are referred to the learning mentors
 Referred pupils are prioritised if numbers are too great
 Learning Mentors send letters to parents informing them that they will be monitoring attendance/lateness
     and how and why they will do so
 Admin. sends letters to other pupils with poor attendance (but above 85%)
 When parents are written to a print out of their child‟s attendance is sent with their absences highlighted
     and totals given
 Where attendance or lateness is not improved the Learning Mentors refer pupils on to the Education
     Welfare Officer
 Learning Mentors meet monthly with the EWO
 There is a whole school approach to promoting good attendance and punctuality which involves the
     presentation of certificates, by the Headteacher, at end of term assemblies

 Targeted pupils have improved their attendance
 School has greater knowledge of cases where parents have genuine difficulties and are able to support
 Number of pupils with below 85% attendance has been significantly reduced – approx. from 250 to 75
 School attendance: unauthorised attendance down 2%, overall attendance up 2%
                         Learning Mentor Case Study
Date of Observation:
May 2003

School / Contact:
Mulberry Primary - Marian Saint Guillaume & Ellie Kolatsi

Subject of Observation:
Art Club - focus: portraits and preparation for a professional workshop

 To develop a positive sense of self image
 To increase observational skills
 To increase skills in planning and composition

 90 minutes after school
 Children from Y5 and 6
 There are 11 children in the group selected from the mentee register and others
  chosen by the school management team
 The group meets weekly
 The session was held in the dining hall
 The area was set out with postcards, internet images, books, cartoons, previous work
 Another table was prepared with mirrors, acrylic paints, boards, sandpaper & brushes.
 A specialist art teacher was also working with group
 All of the artwork produced by the art club is exhibited throughout the school

 The learning mentors introduced the expectations of the session by showing the stages
  of work and reminding pupils about the rules for the group.
 The children were then asked to look at the display and given explanations about the
 Some children worked on pencil portraits from their own photographs with the teacher
  while others sanded the boards with the learning mentors.
 Both learning mentors directed and modelled the work while in progress.
 The children painted the boards with primer as a base for finger/hand painting in the
  following weeks.
 Two boards were used to practice the process of hand painting due to start next week.
 The session ended with clearing up and refreshments

 The children had experience of using different art resources.
 The children understood the importance of co-operating and sharing materials during
  the session.
 There was a positive and supportive atmosphere created by the learning mentors
 The children developed their skills in observing fine detail.
                        Learning Mentor Case Study
Date of Observation: 9.3.04
School / Contact: Noel Park                                  Sharon Baker-Spencer
Subject of Observation:
Transition Workshop         4 children Y6 (2 boys/2girls)
 To prepare the children for transfer to secondary school.
 To build confidence and self-esteem.
 To develop social skills.
 The group worked in the mentor room.
 The workshop covers three terms of the school year.
 The programme has been developed by the language support unit (LEA.)
 The children were collected and a register taken by one of the children.
 The group was reminded of the rules and each child read one out.
 A circle time warm up began the session in the carpet area.
 The group played a „Bean Bag‟ game. The bag was thrown to each child with the
   person saying “ This is ….. “(name) and something about that person.They take it in
 Then a round of what everyone had for breakfast and children repeated what the
   others had eaten.
 The LM then directed movement in the circle to a drumbeat. Move/change direction/
   stand still.
 He group then returned to the tables and the LM checked their homework from the
 They filled in their calendar sheet for March with significant dates.
 A discussion continued about which secondary school they have been offered.
 The LM then scribed responses to the question of what they are looking forward to.
 The group then looked at a worksheet with words about expectation of secondary
   school; they underlined any important words applicable to them.
 Detention arose as a major issue for them. This was discussed.
 The final worksheet dealt with the issues of similarities and differences between
   primary and secondary schools.
 The movement work at the beginning of the session helped support a relaxed
 The children were fully engaged in the discussion and gained further knowledge of
   secondary school issues.
 The LM used her knowledge of her own children to illustrate secondary school issues
   and dispel anxiety about specific worries about detention.
                         Learning Mentor Case Study
Date of Observation:
April 2003

School / Contact:
North Harringay Junior School - Stella Smith

Subject of Observation:
Art Club - observational drawing

 To enjoy creative activity
 To build awareness of space/colour/form
 Maintain children‟s awareness of positive statements about others‟ work.
 Build transferable skills to other areas (e.g. presentation)

 1 hour lunch-time session
 Session took place in the Art room
 13 children from SEN and Gifted and Talented registers
 The club is to provide work to fill 5 display boards.

 The learning mentor prepared stimulus for the children‟s artwork - fruit, peppers, plants
 Oil pastels and pencils and white paper were also available for the children to select
  and use.
 When children arrived, the learning mentor introduced the session and used half of an
  orange to focus the children on the level of detail required for their drawing.
 There was particular focus on shades of colour and shape.
 As the children began to work, the learning mentor reminded them of positive
  statements about others‟ artwork.
 The learning mentor modelled using her own drawing and employed praise to
  encourage pupils.
 The learning mentor spent time around the group supporting individuals in developing
  their art skills.
 At the end of the session the children shared the fruit and peppers and discussed their

 The children‟s persistence and confidence in completing a piece of work was
 The children were thoughtful, responsive and fully engaged.
 The children responded well to the learning mentor's calm authority and obvious
 Children produced high quality work that they were proud of.
                         Learning Mentor Case Study
Date of Observation: 9.3.04
School / Contact:
Risley Avenue                                Gaial Quest
Subject of Observation:
 School Council Session.
 Y3-Y6 represented. 12 children in all.
 The Council has been running for two years and meets every week on a Friday.

 To take an active part in school life.
 To enable children to have a voice in the school and represent them.
 To take action for school development.

 The session is held in the school library.

 The Co-Chair (Y6 girl) read out the minutes of the last meeting to the group.
 The key issues of the session were to be building issues, primarily, the kitchen and the
 The children had interviewed the kitchen staff for their comments on the dinner menu.
 The children then had a discussion about the old toilets and the problems that they
 The LM discussed that the new toilets are to be built and how much they were going to
  cost. The head teacher has asked the school council to comment on how they are to
  be „policed‟.
 These strategies were discussed and minuted by the LM (who also types up the
  minutes) and included:
  Rota for monitors / Air fresheners / Older children encouraged to set example / Both
  doors to be monitored / Children to use walkie talkies.
 The LM ended the session with a recap. An announcement will be made to the school
  assembly to tell the school about the new arrangements for the toilets once completed.
  The children discussed whether there will be some form of reward for the toilet
  monitors and decided if there could be some time for extra play.
 The LM facilitated equal opportunities for all the children to speak.
 The LM notated the session but checks with the children as he goes along to clarify
  their answers.
 All the children worked well together and encouraged to take responsibility by the LM.
 The Co-Chairs showed a high degree of maturity and understanding of school issues
  and modelled this behaviour to the younger age group.
 The LM could ask the Head teacher if any blue prints of the toilets are available for the
  next meeting. The Council would be able to see more detail to discuss.
                         Learning Mentor Case Study
Date of Observation: 9.3.04

School / Contact:
Risley Avenue                                 Gaial Quest
Subject of Observation:
 Friendship Girls Group. 3 children attend/one absent.

 To develop conflict resolution and social skills.

 The group was held in the school library.
 The sessions have been running for 10 weeks, with an aim to complete the work by

 The LM began the session by reading out three areas of a conflict scenario for the
  group to discuss.
 The children took turns to comment and offered ways to resolve the conflict.
 The LM directed and supported the children‟s answers throughout and offered possible
  compromises for the scenarios.
 As a recap to end, the LM finally looked at all the answers and strategies and
  discussed with the group.
 The group continued with worksheet on sharing and taking turns.
 Each child read out their answers, which were then discussed in the group.
 The LM then outlined the next piece of work on expressing apologies, listening and
  compromising to be done in a future session.

 The LM used humour to connect with the children and they enjoyed this.
 The children had a calm and respectful attitude to each other. The LM supported and
  praised this mood. Respectful behaviour was an expectation throughout the session.
 The LM guided comments from the children to the best resolution to conflicts.
 The session encouraged the children to make the right decisions in conflict situations.
  Their answers reflected the experience of working with the LM over a period of weeks.
                        Learning Mentor Case Study
Date of Observation: 11.3.04
School / Contact: Seven Sisters                 Margaret Doran Angela Rousseau
Subject of Observation:
Boys Group Y6 15 children.               1st session for 3 weeks. 8 sessions completed.
 To improve communication skills
 Encourage co-operation and team work
 To consider issues of: gender;resolving conflict;assertiveness;achieving.
 In the upper hall
 1 mentor collected the children; the other set up the room.
 Do not disturb signs were put up on the hall doors.
 The CD „Picture This‟ Guided Imagery For Circle Time by Murray White (Lucky Duck)
 The mentors started with Cat and Mouse game. The two team leaders chose their
   teams without looking.
 A „cat‟ and a „mouse‟ were chosen.The children made a circle with the mouse in the
   middle and the cat outside. The object of the game was that the group needed to
   protect the „mouse‟. This was timed for 10 mins in two groups and 5 mins for the whole
 There was a group evaluation at the end and how it felt in various roles was discussed.
 The next game was The Bean Bag game. The children made two lines sitting on the
   floor facing each other and were given a number. The mentor called out two numbers
   and each tried to retrieve the bean bag that was at the end of the hall.
 The final part of the session was about relaxation using a guided imagery CD.
 The children found a space in the hall and lay flat with eyes closed. The LM introduced
   the CD and related it to the objectives.
 The group followed the instructions on the tape and used stretching/lifting/tensing
   techniques to relax.
 The group finally came back into a sitting circle and evaluated the relaxation work.
 The LM‟s posed many questions: How it felt? Was it easy?
 The children responded with many answers: I felt sleepy; It was like in space; Like
   falling through a floor; Like I was in a boat floating; The floor was hard.
 The LM‟s ended with praise for the group‟s commitment and hard work.
 The session was well prepared in advance and the LM‟s reflected this in the smooth
   and confident delivery.
 The children were comfortable with the session and well supported in the discussion
   about how they felt. The LM‟s handled their responses with tactful care.
 The children followed the directions well because the LM‟s used clear instructions.
 The LM‟s used praise well and good reinforcement of the objectives for the session.
 The children responded very successfully to the relaxation CD and were fully engaged
   with the work.
 The whole session was well paced and planned.
                         Learning Mentor Case Study
Date of Observation:
April 2003

School / Contact:
St Ignatius RC Primary - Erol Henry & Phillip Artemis

Subject of Observation:
Pyramid After School Club – focus: mug design

 To build friendships
 To develop teamwork skills
 To develop skills in art and crafts
 To build respect for others opinions and feelings

The National Pyramid Trust (NPT) helps primary school children to fulfil their potential by
building their self-esteem and resilience. Their programmes are run by primary schools
through after-school Pyramid Clubs. In Haringey this work is co-ordinated by Nadir Alvis,
who can be contacted at the PDC on 0208 489 5023 or at nadir.alvis@haringey.gov.uk
 1 hour after-school session
 The session was held in the school hall
 9 children from Y3
 The learning mentors ran the club between March-June 2002 and March-May 2003
    (10 week blocks)
 Children identified as Gifted and Talented in art and needing support with self-
    esteem/friendship issues.

 The learning mentors set up the room with tables and chairs with the help of the
 Session began with refreshments creating an intimate & informal atmosphere
 Resources provided by the Pyramid Scheme.
 The learning mentors introduced the pens and mugs and offered ideas for designs.
 The children began work by designing a picture on paper to transfer to the mug.
 The learning mentors used praise and encouragement throughout the session to keep
  children on task and motivated.
 The session ended with the children taking home the completed mug.

 The children developed skills in new areas of art and design.
 The children were thoughtful, responsive and fully engaged.
 Children gained confidence from producing a piece of art to take home.
                        Learning Mentor Case Study
Date of Observation: 1.4.04
School / Contact: Stroud Green                                         Angelique White
Subject of Observation:
„Stop and Think‟ Group.                Y4. 4 children. 1 girl, 3 boys.
1st session after a break of 4 weeks.
 To give children strategies to deal with anger.
 To look at consequences of behaviour.
 The session was held in the Mentor room.
 A flip chart was prepared with the group title and „What could I do?‟
 A table was also set out with prepared materials.
 The children began the session at the table. The LM directed the first game of choosing
    a card with statements on them to complete. The statements range from „When I need
    help I go to…‟ to „If I could choose to be anyone I would be…‟
 The LM then reminded the children about the group rules; this was prompted by some
    of the answers the children gave.
 A question of why the group meets was then discussed and the objectives were listed.
 The LM then gave out sheets with a scale of 1-10 titled Behaviour Scale.
 The children completed this from thinking about how their behaviour had been over the
    past week.
 Further questions on the sheet included: Why am I there? What would I like to be?
 Feedback on the scaling exercise continued with children also suggesting alternatives
    to challenging behaviour from the past week.
 The session continued with a reminder of the anger rules, which were:
    It‟s ok to feel angry but…
     Don‟t hurt others
     Don‟t hurt yourself
     Don‟t hurt property
    - Do talk about it.
 The LM ended with a discussion about future planning for the group, the reward system
    and making new targets to improve behaviour.
 The LM showed good use of praise balanced with a reminder of the rules and
    supported good behaviour in the session.
 The children were clear about the anger rules and asked to keep the rules list.
 The discussions overall resulted in many strategies that could be used in and out of the
 All children wanted to continue with the group and said that they would try to improve
    their behaviour.
 The LM was flexible with the planning when important issues merited further time
 The LM gave very a clear message about expectations of good behaviour.
                               Learning Mentor Case Study
Date of Observation:
March 2003

School / Contact:
The Green CoE Primary School - Kamelia Lowe

Subject of Observation:
Lunchtime Club - Self Esteem Group
Designing and making papier mache masks

 To build positive friendships
 To build self esteem and confidence
 To increase self awareness

   The group was based in the Mentor room.
   Pupils targeted for attendance
   Identified needs were behaviour difficulties, low self-esteem and underachievement.
   Two from mentee register and others identified as having similar needs from the rest of the school.
   6 children
   The LM had been working with the group for 5 weeks.
   Half hour lunch time session

 The children had previously developed a design for their masks on paper with a focus
  on portraying their personality or a chosen character.
 The children blew up balloons and then pasted strips of newspaper over them.
 The learning mentor directed, supported and modelled this work through discussion
  and by demonstrating how to use the resources.
 The task for the session was to completely cover the balloon with one layer of
  newspaper and this needed some individual support from the learning mentor.
 The group talked about other subjects during the work and it was during this time that
  the learning mentor was able to support pupils with broader social & emotional issues.

 The children completed the first layer of the mask
 They shared and supported each other during the session.
 The spontaneous humour and music during the session built a positive atmosphere
  within the group. One child commented: ’I thought this would be boring but its fun!’
 Working over a period of time with the same group on this project has enabled the
  learning mentor to increase self-awareness and promote teamwork.
 The learning mentor intends to extend this work by presenting a play in assembly using
  the masks.
 The learning mentor feels that one outcome from this group is that the children are
  becoming more positive in their approach to relationships
                        Learning Mentor Case Study
Date of Observation: 16.3.04
School / Contact: Tiverton                     Carroll Wray
Subject of Observation:
Y5 Girls group. 6 children.      Group has been running since Nov 03.
 To understand the meaning of respect
 To show respect to others.
 The session was set up with floor cushions and a table for written work.
 The reference book is „101 Games for Self Esteem‟ by Jenny Mosely (LDA)
 The session began with circle time and the topic of „How I feel Today‟. A soft toy was
   passed around as the speaking object.
 The LM then directed a recap on respect from last week.
 The discussion continued on the most important thing about respect.
 The LM reminded about o.o.p.s.a.t (only one person speaks at a time).
 The LM placed a chart on the wall next to the group with the acronym R E S P E C T.
 The group discussed the list that they had completed in a previous session.
 Circle Time continued with ways to respect yourself, with bedtimes and respect for
   living things as issues that were highlighted.
 The next acronym was S P E A K U P and focused on 7 ways to speak up when you
   feel disrespected.
 The LM introduced the plan to make a „garbage can‟. The children will write down all
   the hurtful things that they have said and will put them into a papier mache bin.
 The group then started the work by writing down three hurtful things that they had said
   recently and these were discussed. The LM reminded that this discussion was
   confidential and was not to be taken outside the group.
 The LM told the group that these words had raised issues that would be discussed in
   another session.
 The circle finished with a round of saying 5 nice things about each child.
 The session ended with board games in pairs at the table and on the carpet.
 The children were fully engaged, using thinking skills and strategies for developing
 The session was closely time managed by the LM which allowed a structured session
   with good pace.
 The LM modelled respectful behaviour and kept the boundaries of confidentiality in
   mind throughout the session.
 It was good practice for children to see and hear the words they use against other
   children. This had a positive effect on the group, as they were surprised and
   embarrassed by this part of the session.
 The children were calm and aware of the objectives for the group.
                         Learning Mentor Case Study
Date of Observation:
May 2003

School / Contact:
Welbourne Primary - Hesta Salusbury-Hughes

Subject of Observation:
Year 6 Circle Time - focus: transition-concerns and worries.

 To inform the Learning Mentor of concerns about transition for future work.
 To support pupils in KS2/3 transfer
 To develop positive thinking.
 To build respect for others opinions and feelings.

 3 half hour sessions
 The session was held in the mentor room
 Approximately 10 children per session.
 The learning mentor has been doing circle time with the class for approx. 18 months
 The groups are selected to target a mentee and the ability group they work with.

 There was a warm up activity of „change places’ to start
 As the group is very well established there is no talking object, they took turns with the
  first discussion starter: ‘The thing I am most looking forward to in secondary school’.
 The learning scribed responses and explained to the group that this is done to help
  planning for subsequent sessions.
 The learning mentor then introduced the next discussion starter: ‘The thing that worries
  me about secondary school’.
 During the discussions the group was reminded about respect for others and the rules
  of circle time.
 A problem solving session followed, where the group discussed one child‟s worry.
 The session ended with a game of „wink murder‟.

 The children were thoughtful, responsive and fully engaged.
 The learning mentor modelled a calm, thoughtful and respectful manner and the
  children responded well to this
 The children were able to discuss worries about going to secondary and to problem
  solve solutions
 An atmosphere of trust and mutual respect was created by the group
                              Learning Mentor Case Study
Date of Observation:
March 2003

School / Contact:
West Green Primary - Judith Okeno

Subject of Observation:
Gifted and Talented Literacy Group – poetry

 To increase the use of adjectives
 To develop use of broader & richer vocabulary
 To build language confidence
 To develop skills in poetry writing

 The Gifted and Talented co-ordinator at the school selected the group to increase their
   confidence and help develop their literacy skills
 Sessions are planned with a teacher are seen as enrichment – not a replacement for class
 The group comprised eight Y4 children
 The learning mentor had been working with the group since the previous (school) year
 The group meets fortnightly.
 Sessions are held in the Learning Mentor room.
 One hour session during curriculum time (11am-12pm)

 The learning mentor began work with a discussion of the poems given title „Spring in Bloom‟
   with questions about the season.
 Children were asked for examples of adjectives to describe spring and learning mentor scribed
   these on to a flip chart
 Children were then set the task of writing their own poem about ‘Spring in Bloom’ (16 lines
   were expected during this session) using a thesaurus to support them.
 After the first few lines were written, pupils read out their work to the group.
 The learning mentor made the development and extension of work by:
    Prompting pupils to include emotions and feelings in the text.
    keeping children focused on the topic of spring.
    referring them to the list of adjectives from earlier discussion
    directing them towards the use of the thesaurus
 The learning mentor encouraged children during writing with praise
 The session ended with pupils reading out their completed work.

   All the pupils were enthusiastic and completed the first draft as set by the learning mentor.
   The children learnt to use new adjectives related to the topic.
   The poems will be word-processed and redrafted by the children choosing decorative fonts.
   The poems will be entered for a poetry competition at a later date.
   Two pupils from the schools Gifted and Talented group recently won a writing competition on
    the theme of the ‘Local Environment’.
                         Learning Mentor Case Study
Date of Observation: 23.3.04
School / Contact:
Woodlands Park Junior, Deborah Saunders.
Subject of Observation:
Self-Esteem Group;
Four year 3 children (1 girl / 3 boys).
 To raise self-esteem;
 To develop a better understanding of themselves and others.
 The session was held in the IT suite;
 The planning was based on the book „Positive People‟ by Tina Rae (Lucky Duck
 It was planned as part of a twelve-week programme;
 This was the final session with an evaluation focus.
 The session began with a circle time activity in which the children talked about whether
   they‟d had a happy / sad, good / bad day;
 A timer was used to allow everyone equal time to speak and a ‟speaking object‟ was
   used to signify whose turn it was to speak;
 A discussion on the topic „What have we learnt?‟ followed, during which the LM scribed
 The evaluation process continued with statements to complete: „I found this group
   useful to me because…..‟ and „This group was not useful to me because..‟. Again the
   LM scribed responses;
 The circle ended on a final statement to consider. „Think about what things you are
   better at now.‟
 The children moved to work at the table on a worksheet entitled „I am better at..‟ and „I
   can work on..‟
 Once the work was completed with LM support, the sheets were stuck into their
 The children were fully engaged with the circle time activity and many important issues
   were raised.
 The children displayed some challenging behaviour, but the LM remained calm and
   kept the children on task with praise and support for the written work.
 The LM was very comfortable with the programme, as it can be prepared in advance.
 Reinforcing group rules every week would help the children to be clear about the
   boundaries of group work;
 Allowing more discussion time – even if this has not been planned for – might help to
   deal with the anxiety that some children feel when ending sessions.

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Description: Learning Mentor Case Study