Learning Mentor

Mentoring is the foundation of all work based learning, but this is the very first time that it has been recognised as a role and qualification. Learning Mentors (LM) support learners of all ages and levels, helping them develop in their new work role, e.g learners maybe, apprentices or trainees, ranging from new starters to CEOs.

It is key that as a LM you have sector-specific experience and qualifications, which can be used to guide and advise those who are less experienced and new to a work role.  LMs support the development of learners’ knowledge, skills and behaviours, throughout their programme, particularly in applying theoretical learning in practical work environments. You would be there to provide practical, technical and/or pastoral support and guidance to the learner.

This is a great next step in your career, designed to develop and grow your skills while helping to guide others.

• Apply today

  If you are interested in a LM role please apply below or contact one of the team at Haddon Training directly

  Apply Now

  • Name*
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  • Maths. Please confirm if you have achieved a Grade A-C or 4-9 at GCSEs, or a Level 1 or higher Functional Skills qualification*
    You will have to complete your Functional Skills at Level 1 or higher to achieve the full qualification. Teaching and support for Maths will be given.
    • Yes
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  • English. Please confirm if you have achieved a Grade A-C or 4-9 at GCSEs, or a Level 1 or higher Functional Skills qualification*
    You will have to complete your Functional Skills at Level 1 or higher to achieve the full qualification. Teaching and support for Maths and English will be given.
    • Yes
    • No
  • Have been a resident of the EEA for at least 3 years?*
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  • Have you completed any full time education; school, college, university or another apprenticeship?*
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• Entry requirements

  Individual employers may set any entry requirements for these roles which may include:

  • A strong aspiration to support learners.
  • 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).

  All LMs must may have achieved maths, English and ICT skills at Level 2 (equivalent to GCSE Grade C or above) , 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.

At Haddon Training we will work with you to ensure you can:

• Display professional behaviours

  As a Learning Mentor you will:

  • promote an ethos of motivation, aspiration and a passion for learning
  • operate at all times to ethical and legal standards and within professional boundaries
  • value equality and diversity and work with others to improve equality of opportunity and inclusion
  • be resilient and adaptable when dealing with challenge and change, maintaining focus and self-control
  • demonstrate, encourage and expect mutual respect in all professional context
• Understand effective mentoring
  • effective practice in providing accurate and relevant vocational/pastoral advice and guidance
  • effective questioning, active-listening and assertiveness techniques
  • learning programme requirements and the need to plan contextualised learning in authentic or realistic work settings with the learner support team
  • the roles of assessors, coaches or teachers in providing practical help with assessment processes and requirements
  • who has a legitimate need to be kept informed of issues impacting on the learner’s well-being and progress
  • who has a legitimate need to be kept informed of issues impacting on the learner’s well-being and progress
  • the mentor’s role in supporting the learner’s development and how to provide valid evidence of progress and achievement
  • the mentor’s role in supporting the learner’s development and how to provide valid evidence of progress and achievement
  • organisational and legal requirements for recording, storing and sharing information on learners’ progress, needs and welfare
  • the roles of workplace and education provider colleagues who contribute to learners fulfilling their action plans
  • how learners may become physically or psychologically at risk, and channels for reporting concerns
  • opportunities for continuing professional development
  • quality assurance requirements relating to the mentoring environment
• Provide mentoring support
  • advise, guide and supervise learners to acquire the most benefit from their learning programme
  • communicate and collaborate effectively and use effective questioning, listening and assertiveness skills
  • work with education providers and workplace colleagues to plan and implement structured and meaningful learning and work experience
  • liaise with assessors, coaches and/or teachers to facilitate formative and summative assessment of learners’ skills and knowledge
  • identify and refer issues relevant to learners’ progress and well-being, to education-providers and/or workplace colleagues
  • collaborate with the wider education support team to review learners’ progress and to provide evidence of progress and achievement
  • maintain appropriate records for the learning programme, complying with quality, confidentiality and data protection requirements
  • liaise with relevant colleagues to support the implementation of learners’ action plans
  • be vigilant in safeguarding learners and others in contact with them
  • maintain the currency of their vocational skills
  • comply with internal and external quality assurance requirements