1st Step are proud to offer our in-school mentoring programme ISMP. This is an intervention designed to engage students at risk of exclusion who are still in school.

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Our programme is offered to all year groups and is delivered by an experienced mentors to work with students on specific aspects of self-development, anger management and a range of interpersonal skills to help students take responsibility for their education and future.

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We focus heavily on raising the aspirations of our students and empowering them to see their own potential to develop and achieve. This is achieved through working with students on taking ownership of their outcomes in all aspects of their lives.

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Enabling students to choose to be less disruptive, more engaged, emotionally resilient and more objective. This will inevitably produce higher achievement and favourable outcomes.

Our relatable mentors act as role models to the students we work with by modelling the behaviour suited to success and embodying a humility, kindness and self-control.

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Teaching strategies for students to incorporate in their everyday life and education.

Our mentors come into your school and work with students you have identified in a group setting for 4 periods of the day and work with students on a 1:1 basis as part of the same package.

This intervention will actively engage a range of learners who are at a level where a positive role model, pastoral intervention could prevent them from becoming further disengaged or disruptive.

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This intervention is designed to literally intervene at a crucial moment in the student’s education journey and allow them to re-engage.

Our mentors deliver mentoring packages during the group sessions from a bank of subjects which the school can select from in order to create a tailored package.

This can be selected by the school on a weekly basis alternatively if there is a specific issue your school would benefit from this would be ideal to for that in

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Mentoring subjects include:

Knife Crime (3 parts)

The dangers, the realities to victim’s families the reality of custodial sentences and the effect on the offender’s family. The truth about what knife crime does after the news headlines and general hype around the subject includes footage of offenders speaking about the regret of that decision.

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Healthy relationships (3 parts)

Anti misogynistic values, we all have mums, sisters and women we love and how we want them to be treated and to be respected. Discussing recognising manipulation, pressure revenge picture spreading. The value of friendships and how to actively support the best elements of another person and to recognise healthy relationships.

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People who made it (2 parts)

Discussing entrepreneurs, athletes, politicians, musicians and people of positive influence from humble beginnings to demonstrate the ability to raise aspirations and make positive outcomes a realistic dream.

The truth about entertainment & sports injuries (2 parts)

Discussing the statistical facts of making a living from these areas of employment. Not to discourage more to offer the learner the chance to come up with a realistic back up plan. To see how education plays a part in playing school football and the ability to play is linked to school achievement.

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Trades and self-employed (2 parts)

Opening another door to financial success through learning how to do something of financial value and how this can be scaled. Looking at the ranges of things people can do to earn an income.

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Anger Management (2 parts)

Discussing the physiological signs of anger recognising the arousal stage and the effects of the come down and the possible consequences. Also working on strategies to reduce anger.

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Self-Control (2 parts)

The importance of being aware of yourself and power. Understanding how to control outbursts and emotions. (Do your future self a favour session) managing yourself when talking when speaking to teachers, professionals’ adults who want the best for your education and future.

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Emotional resilience (3 parts)

Deciding what is internal and what is external in terms of what you can control. Working on the idea of trying again L’s don’t stand for losses they stand for lessons.

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Social media (3 parts)

The dangers of social media, creating false images and promises. Unrealistic expectations of finances, fake lifestyles and negative body images.

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Joint Enterprise (2 parts)

The truth about criminal justice and being involved in criminality but thinking because your friend did something you are still involved.

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Radicalisation (3 parts)

The dangers of indoctrination in its various forms from religious to criminal enterprise or misogynistic views

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Internet Safety (2 parts)

The dangers of online predators and how they get information without asking you directly.

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British Values (3 parts)

What it means to be British tolerance, understanding and the benefits of multiculturalism.

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Raising Aspirations (2 parts)

Breaking generational patterns and realising what opportunities are available irrespective of background or historical factors.

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University (Freshers Week) (1 part)

As part of raising aspirations, actually telling students the social benefits to the university experience and the breadth of learning opportunities.

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Money Management (2 parts)

How money works, banks, saving financial literacy

 

Figuring it out (employment options) (1 part )

Coming to terms with the breadth of choice and deciding a career path based on interests and opportunities.

 

1st Step Education and continually adding subject areas for our mentors to be deliver we will alert you when another subject is added so you can add it to your programme.

We are also happy to work on suggested areas of content.

Schools may want us to address subjects in the news to give their learners an opportunity to discuss and think about current affairs in a safe space.

 

Our mentors are from various disciplines and have experience managing and delivering to students of various ages, abilities and behaviours. Our mentors come from sports coaching, youth work, care home and alternative provision back grounds.

They have the ability to relate and manage a classroom. They are able to speak openly and honestly about sensitive subjects while maintaining boundaries, appropriateness and maturity within the group.

 

Our Mentors are there to become part of your school and become a positive role model and person of trust within your community. Their sessions are open for school staff to observe and lesson planning, target setting is also available for the school to be involved.

 

Our mentors are all DBS checked and have references which are available to the school. We create a profile our mentors to give you an idea of the person coming in to your school.

 

Our mentors will arrive in 1st Step education uniform comprising of T-shirt, hoodie and 1st Step identification badge with including a recent face picture.  

 

Our mentors arrive with all learning materials, resources and equipment.

 

1st Step Education and training also conduct observations and visits to ensure our mentor is settling in to the school environment and you are able to communicate with us about any possible adaptions you wish to make.

We ensure our mentors are delivering the agreed programme and maintaining a register to track the amount  of learners they are engaging with.

   

School’s timetables vary meaning the set up for the mentor’s day would be discusses and agreed as part of the service level agreement in place.

The mentor’s day would be from 8:30 am – 4:30 pm allowing set up time and for an after school intervention.

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The  day is flexible in that you may require your mentor to do 2 group sessions a day with a mix of year 10’s and 11’s and another session with year 9’s 8’s and 7’s.

You may then want your mentor to adopt a case load of individual students or want them to see mixed year groups in one group.

 

Each group session should consist of 8-12 learners to ensure they all get the most from the session.

 

Our mentors undergo an extensive induction before coming to your school. As part of this they are advised on classroom management, engaging students with low self-esteem, safeguarding reporting and policies.