In-setting Mentoring

The 2024/25 academic year brings significant changes to Initial Teacher Training (ITT) mentorship programme. The Department for Education (DfE) has implemented new requirements designed to enhance the quality of support offered to trainees. These changes aim to foster a more effective learning environment for both mentors and trainees, ultimately leading to improved outcomes for teachers and pupils.

• ITT providers are responsible for ensuring their mentor training programmes meet DfE standards and align with their overall ITT curriculum

• All ITT mentors will need to engage in mentor training and professional development

• Following the initial training, mentors will need to complete training annually

To make sure mentors are equipped with the skills necessary to succeed, we track mentor engagement in the ongoing training modules:

• Through our activity tracking via the gradebook on Canvas

• Each mentor will be allocated to a Lead Mentor (LM) group. LMs will send reminders to mentors of upcoming training via a half-termly newsletter

• LMs will be able to monitor engagement in training using the Canvas grade book and contact their mentors where there are gaps in training

• LM visits/dialogue with mentors will also always include reference to engagement in training

From autumn 2024 all ITT mentors will be required to engage in Best Practice Network ITT training and development. Where we have returning mentors from primary ITT if, after discussion with the primary team, we agree that they have previously met the requirement for training, these mentors will be required to engage with our essential training. 

We understand that mentors may have previously trained with different providers, these mentors will also need to engage with at least our essential mentor training.  

If mentors have mentored for BPN previously and have completed the Mentor module they must complete the 1-hour online module refresher with a reflective task (task will be around how they will continue to apply learning from the module with their new mentee(s) and be recorded on the Mentor Development Review).

Where a mentor engages with all the Best Practice Network essential and enhancement options, their setting will be eligible to claim for the full 20 hours of DfE funding. 

All mentors must complete the mentor induction session at the at the start of the programme, they will also be expected to attend an induction event. 

Contrasting placement mentors have the opportunity to engage with the full range of training, as a minimum they must complete the essential training. 

All mentors have the opportunity to engage in Mentor Development Review. This will be reviewed during each ‘Sharing best practice meeting’ and again towards the end of their mentoring journey of their student teacher. Lead Mentors will feed into this process.

To ensure successful completion of the mentor training programme, there are a few commitments expected from mentor's school:

• Support your ITT mentors in accessing their required training

• Consider incorporating this training into your staff development plans and performance management processes from 2024/25

• Factor the training costs into your school budget

• If you're a small school facing staffing challenges, please contact us at teach@bestpracticene.co.uk for assistance

• Formal recognition and support for your ITT mentors

• Enhanced prestige of ITT mentoring within your school

• Clear training pathway for teachers interested in becoming mentors

• Improved mentoring quality, leading to better outcomes for trainees and pupils

• This training can help you develop and retain teachers within your own school

The comprehensive mentor training equips mentors with the necessary knowledge and skills to guide trainees successfully. This programme incorporates a variety of learning formats to cater to individual preferences and maximise knowledge retention.

The key components that make up the mentor training programme:

• Asynchronous learning modules: Accessible at the mentor's own convenience

• Session preparation and research support

• Introductions to the ITaP program and modules, including training videos

• Three synchronous "Sharing Best Practice" meetings

• Engagement with online discussion forums

• Covering lessons while a teacher (mentor) is in training

• Hiring a substitute teacher if a mentor takes time off for training

• Overtime payments for mentors who train outside of regular working hours (with careful consideration of workload)

• Costs associated with reducing other responsibilities of mentors to allow them time for training

• Engage in assigned training (see Training Model Summary)

• Engage in the Mentor Development Review process

• Primary - complete two formal lesson observations each half-term using the BPN proforma. Informal observations should take place in other weeks. For secondary, complete weekly formal lesson observations

• Prepare for and deliver an hourly mentor meeting each week using the weekly session guide

• Set and review targets with their student teacher on a weekly basis

• Ensure student teachers have a timetable that provides a breadth of experience of subject knowledge and age groups

• Ensure student teachers have a balance between teaching, observation and PPA time as per the guidance in the relevant Placement Quick Guide

• Discuss centre-based training and how this could be embedded into school-based training

• Discuss pupil progress and learning over time and use student teachers' learning sequences and learning profiles (Reflective Account) to evidence impact

• Be the first point of contact for any issue or concerns raised by the student teacher in school

• Report to the Personal Tutor in the first instance with any pastoral, attendance or progress concerns regarding the student teacher

• Refer to the BPN’s Additional Support Procedures, where necessary

• Secure appropriate professional development opportunities for student teachers within school

• Provide opportunities for student teachers to further develop their centre-based learning within the school

• Ensure practice in the setting complies with the latest Equality legislation

• Ensure accurate judgements are being made against the BPN ITT competencies

• ​Complete the Interim Report and Summative Reports in line with agreed timelines

• Complete formal assessments

• Engage with the QTS (and End Point Assessment Process, where appropriate)

Becoming a successful ITT mentor requires a solid foundation in effective guidance practices. The mentor training programme provides a diverse range of learning activities designed to equip educators with the necessary skills and knowledge to support their trainees.

Below are a few examples of the mentor training activities:

• Induction Training:

  • Induction Conference

  • Canvas Online Induction Module

  • Completion of the MDR

• Online mentor module with reflection

• Session guide preparation/research

• ITaP module introduction sessions/training on feedback videos

• Sharing Best Practice Meetings

• MDR Final Review

• Engagement with online discussion forums

• Engagement with the mentor research and resource bank

The early years are a critical period in a child's development. Early Years Initial Teacher Training (EYITT) mentors play a vital role in shaping the skills and knowledge of future practitioners, ultimately influencing the well-being and learning of young children.

Below we have outlined the key expectations for EYITT mentors, ensuring they can effectively support their trainees throughout the programme.

• Engage in assigned training (see Training Model Summary)

• Engage in the Mentor Development Review process

• Weekly 30 minute mentor observations using the BPN format, with opportunity to feedback

• To comment on the monthly reflections ​

• Set and review targets with their student teacher​

• Ensure student teachers have a timetable that provides a breadth of experience of subject knowledge and age groups

• Ensure student teachers have a balance between teaching, observation and 10% study time

• Discuss training and how this could be embedded into setting practice

• Discuss children's progress and learning over time and use student teachers' learning sequences, PLC's and the Reflective Account to evidence impact

• Be the first point of contact for any issue or concerns raised by the student teacher in setting or on placement

• Report to the Personal Tutor in the first instance with any pastoral, attendance or progress concerns regarding the student teacher

• Refer to the BPN’s Additional Support Procedures, where necessary

• Secure appropriate professional development opportunities for student teachers within setting

• Provide opportunities for student teachers to further develop their centre-based learning within the setting

• Ensure practice in the setting complies with the latest Equality legislation

• Ensure accurate judgements are being made against the EY milestones

• Attend the PLC meetings to discuss progress and set new targets

• Engage with the final recommendation process and transition plan

Mentoring aspiring early years teachers requires a unique set of skills and knowledge. 

This section lists the various training components that will prepare mentors for this crucial role.

• Induction Training:

  • Induction Conference

  • Canvas Online Induction Module

  • Completion of the MDR

• Online mentor module with reflection

• 3 x online Mentor training events

• Attendance at Keeping in Touch Meetings

• MDR Final Review

• Engagement with online discussion forums

• Engagement with the mentor research and resource bank.

• Mentor Conference