The Role of the Pupil Premium Student Intervention Mentor
Key areas:
 Supporting students to achieve academic success
 Working with SLG/Learning Co-ordinators with data analysis to identify under-achieving students
 Mentoring of identified students
 Direct in-class support of identified students
 Deliver small group sessions linked to curriculum areas to identified students
 Delivery of small group behaviour support work
 Contribution towards completion of PSP’s
 Cover Extended Tutor Time when required in the absence of Form Tutors
 Support staffing of Isolation facility when required
 Co-ordination of whole academy detentions
 Parental engagement/liaising to support identified students
 Presence around the site al lesson changeover, a.m. break-time, lunch-time and end of day
CORE PURPOSE
1. The PP Student Intervention Mentor will
play a key role in supporting, guiding and
motivating students in order to support
them in achieving academic success.
EXPECTED BEHAVIOUR
The PP Student Intervention Mentor will:
a.
Get to know the names of and as much information as possible about each student
through day to day contact.
b.
Establish credibility with students showing them respect and courtesy; being
genuinely interested in them as individuals; never discussing individuals in front of
other students.
c.
Look for opportunities to praise student both verbally and through the Student
Planner and the Academy rewards system.
d.
Actively promote the reward systems in operation across identified students in all
year groups.
e.
Talk regularly to tutors about identified students in their tutor groups, specifically to
amass information about students within them.
f.
Keep SENCO informed about the progress of SEN students. Keep Assistant
Headteacher (Pastoral)/Lead Behaviour Person informed of any recurring discipline
issues.
g.
Use SENCO as a source of reference for any concerns about students in his/her
care.
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EVIDENCE
h.
i.
j.
CORE PURPOSE
2. The PP Student Intervention Mentor will
have a key role in challenging underachievement and promoting academic
success for all in his/her identified
students.
Inform Designated persons about any Child Protection issues relating to students in
his/her care.
Initiate PSP’s with support/in conjunction with Learning Co-Ordinators.
Maintain weekly contact with Lead Behaviour Person/KS3 & 4 Achievement .
EXPECTED BEHAVIOUR
The PP Student Intervention Mentor will:
a.
Monitor learning for identified students in their care, either by interviewing individual
students, mentoring under-achievers, studying data/organisers or visiting lessons to
observe the behaviour of individual students.
b.
Directly support learners when required in the classroom.
c.
Monitor a sample of Student Planners throughout the year.
d.
Interpret data on student progress and information from curriculum areas on underachievement and put in place appropriate intervention strategies for identified
students.
e.
Initiate contact with parents where gross and persistent under-achievement is
identified and involve them fully in the process.
f.
Monitor lesson exclusion data to see if there are problems in certain curriculum
areas with identified students.
g.
Speak to students regularly excluded from lessons to challenge disruptive
attitudes/see if there are issues to be resolved.
h.
Actively promote enrichment/extra-curricular activities and ensure that all identified
students with homework problems are enrolled into it and then attend.
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EVIDENCE
CORE PURPOSE
3. The PP Student Intervention Mentor
will have a key role to play in ensuring that
students are supported in developing a
positive attitude to learning, whilst
maintaining a climate that remains calm
and ordered.
EXPECTED BEHAVIOUR
The PP Student Intervention Mentor will:
a.
Ensure that the Behaviour Policy is operational on the ground.
b. Regularly promote the Reward system and ensure that it is being applied fairly.
d. Keep colleagues as informed as is necessary about circumstances which may affect
student progress or performance
e. Give meaningful praise to students .
f. Liaise with Learning Co-Ordinators, parents, carers and outside agencies to deal with
problems as and when they arise. It should be an aim to be as pro-active as
possible in contacting parents and carers, particularly over discipline issues.
g.
Be visible and accessible.
4. The PP Student Intervention Mentor will
be responsible for the academic and
pastoral data analysis of identifies
students in order to put appropriate
intervention strategies in place to support
them to achieve academic success.
The Pastoral Leader will:
a. Look at all data gathered on identified students under their care (KS2, target
setting)
b. They will be able to track the progress of key identified groups within year groups.
Such as –

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EVIDENCE
FSM/Pupil Premium
LAC
SEN
High Ability
C/D borderline / level 4/5 borderline
5. The PP Student Intervention Mentor will
be responsible for
maintaining records on students which
allow a clear overview to be given of their
attendance, academic progress and
conduct.
The Pastoral Leader will:
a. Maintain accurate and up to date records on individual identified students regarding
conduct and achievement.
b. Provide SENCO/Child Protection /Governing Body disciplinary committee with any
information on individual students needed for the discharge of their duties.
c. Be part of a mentoring and evaluation session with line manager.
CORE PURPOSE
EXPECTED BEHAVIOUR
EVIDENCE
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6. The PP Student Intervention /Mentor is
a key player in the liaison between the
school and parents/carers and outside
agencies.
The PP Student Intervention Mentor will:
b. Be sensitive when contacting parents to his/her PR role.
c. Be pro-active in contacting parents about issues/reasons to praise.
d. Alert SENCO/Learning Co-ordinators/Assistant Headteacher to issues which could
lead to referrals being necessary to outside agencies.
e. Keep accurate and up to date records of all correspondence.
7. The PP Student Intervention Mentor is The PP Student Intervention Mentor will:
a key player in ensuring that the
a. Give an overview at each YT meeting of development/issues in his/her tutor
Leadership Team are aware of issues
group.
within school/his or her identified students.
b. Be willing to share best practice amongst team members.
c. Feed back to SLT at SLT review meetings.
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