- 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
- 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 learners 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.
- 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 contexts
- 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.
Minimum 12 months
Professional Qualifications / Recognition
• 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.
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.
Originally published on Gov.uk, this information has been re-used under the terms of the Open Government Licence.";