LIPSSLIPSS Presentation - Bad Goisern 2002Presentation - Bad Goisern 2002

Dorcan Catchment Area Mentoring ProjectDorcan Catchment Area Mentoring Project

Presented byPresented by

Bryan Jackson Bryan Jackson

(Assistant Headteacher, Dorcan Technology College)(Assistant Headteacher, Dorcan Technology College)

Swindon

Where are we in the UK?

Dorcan Technology College

The SchoolsThe Schools

Dorcan Technology CollegeDorcan Technology College

About Dorcan:About Dorcan:

• opened in 1970

• serves South East Swindon

• 1350 students

• 270 pupils in a year group

• average class size 28 (24 in practical subjects)

• Specialist School for Technology

Specialist School:Specialist School:

• Dorcan Technology College from September 1999Dorcan Technology College from September 1999

• Centre of Excellence/Specialism for SwindonCentre of Excellence/Specialism for Swindon

• MathsMaths

• SciencesSciences

• Design TechnologyDesign Technology

• Information Communications Technology (ICT)Information Communications Technology (ICT)

• Lucent Technologies Centre for KS2Lucent Technologies Centre for KS2

• Swindon Pressings (BMW) Partnership Centre for Swindon Pressings (BMW) Partnership Centre for engineering & manufactureengineering & manufacture

Covingham Park Junior SchoolCovingham Park Junior School

• Opened in late 60’sOpened in late 60’s.

• 226 pupils in 7 classes with 8.5 teachers226 pupils in 7 classes with 8.5 teachers.

• 5 education support staff.5 education support staff.

• 2 pupils with statements of special educational needs2 pupils with statements of special educational needs.

• 62 pupils on school’s register of special educational needs.62 pupils on school’s register of special educational needs.

• Infant school adjacent to junior school on same site.Infant school adjacent to junior school on same site.

Aims of our ProjectAims of our Project

• To ease the transition between the primary and secondary To ease the transition between the primary and secondary phasesphases..

• To provide realistic information for pupils prior to transition.

• To promote liaison between the secondary and primary phasesTo promote liaison between the secondary and primary phases..

The ProjectThe Project

• Year 6 primary pupils (11yrs) are mentored by Year 8 (13yrs) Year 6 primary pupils (11yrs) are mentored by Year 8 (13yrs) secondary pupils.secondary pupils.

• One Y8 pupil mentors 2-3 Y6 pupils , with life at the secondary One Y8 pupil mentors 2-3 Y6 pupils , with life at the secondary school being the focus.school being the focus.

• Parallel project with Y11 (16yrs) and Y13(18+) students at the Parallel project with Y11 (16yrs) and Y13(18+) students at the local tertiary college.local tertiary college.

• All mentors are volunteers and all five partner primary schools All mentors are volunteers and all five partner primary schools are involved.are involved.

The Project in OperationThe Project in Operation• Mentors meet with mentees 3-5 times between April and July in Mentors meet with mentees 3-5 times between April and July in the primary schoolthe primary school.

• One complete day is spent at DTC in July, when DTC staff take One complete day is spent at DTC in July, when DTC staff take lessons for the Y6 pupils after an initial tour of the school by the lessons for the Y6 pupils after an initial tour of the school by the mentor with their mentees.mentor with their mentees.

• Mentors are linked to mentees according to information Mentors are linked to mentees according to information provided by the primary teachers, for example a group of provided by the primary teachers, for example a group of “naughty” boys may be given a positive role model as a mentor - “naughty” boys may be given a positive role model as a mentor - this could be male or female.this could be male or female.

Sometimes mentors are given individual pupils to work with.Sometimes mentors are given individual pupils to work with.

Meetings can take place in a hall or in a classroom.Meetings can take place in a hall or in a classroom.

Examples of work are often used to instigate discussion.Examples of work are often used to instigate discussion.

Sometimes two mentoring groups come togetherSometimes two mentoring groups come together.

This was their second meeting - they were straight into discussions This was their second meeting - they were straight into discussions without any hesitation and absolutely without any hesitation and absolutely no teacher prompting.no teacher prompting.

Notice the mentor’s missing tie - it is around the primary pupil’s Notice the mentor’s missing tie - it is around the primary pupil’s neck!neck!

MentorMentor

The mentor’s Linkbook (School Diary) was often used to stimulate The mentor’s Linkbook (School Diary) was often used to stimulate questions.questions.

Notice the tie tying demonstration in the background!Notice the tie tying demonstration in the background!

Boys mentoring two groups of girlsBoys mentoring two groups of girls

MentorMentorIn the hall.In the hall.

In the classroom.In the classroom.

Factors worth notingFactors worth noting

• The initial meetings were always on “home” ground - the The initial meetings were always on “home” ground - the primary school.primary school.

• Apart from a greeting at the start of the first meeting there was Apart from a greeting at the start of the first meeting there was no teacher input, although a teacher was always in attendance in no teacher input, although a teacher was always in attendance in the room.the room.

• Mentors were given a brief input as to the subjects that they Mentors were given a brief input as to the subjects that they may not have considered, they also had access to a list of subjects may not have considered, they also had access to a list of subjects that they could talk about if they got stuck (most mentors did not that they could talk about if they got stuck (most mentors did not use the list).use the list).

• Mentors were given the focus of life at the secondary school but Mentors were given the focus of life at the secondary school but were told that they could talk about whatever they wanted in were told that they could talk about whatever they wanted in order to develop the relationship.order to develop the relationship.

• Sessions lasted for about 30 minutes.Sessions lasted for about 30 minutes.

• The real worries began to emerge towards the end of the 2nd or The real worries began to emerge towards the end of the 2nd or start of the 3rd session - tying a tie, bullying, strict teachers, BCG start of the 3rd session - tying a tie, bullying, strict teachers, BCG inoculations,getting lost, homework, strict teachers,…..inoculations,getting lost, homework, strict teachers,…..

• All mentors were volunteers from the top mathematics groups - All mentors were volunteers from the top mathematics groups - out of 64 offered the opportunity, 60 took up the challenge.out of 64 offered the opportunity, 60 took up the challenge.

SuccessesSuccesses

• Both internal and external evaluations found the primary Both internal and external evaluations found the primary pupils to be less anxious of the transition.pupils to be less anxious of the transition.

• Mentors became more self aware and were more motivated, shy Mentors became more self aware and were more motivated, shy individuals showed and admitted to more confidence.individuals showed and admitted to more confidence.

• The close links between the schools became even closer.The close links between the schools became even closer.

• Fewer anxious pupils have been in evidence since the project.Fewer anxious pupils have been in evidence since the project.

• Parents of both mentors and mentees have responded favorably Parents of both mentors and mentees have responded favorably to the scheme, many commenting upon an improved attitude to the scheme, many commenting upon an improved attitude shown by their children.shown by their children.

DevelopmentsDevelopments

• Video conferencing will be added to the project with a Video conferencing will be added to the project with a designated computer in each primary school. This will allow designated computer in each primary school. This will allow increased contact during lunch-time, after school, etc.increased contact during lunch-time, after school, etc.

• This year’s mentors will have been mentored themselves, so will This year’s mentors will have been mentored themselves, so will have first hand experience to draw upon.have first hand experience to draw upon.

• Covingham have extended the project and have refined a Covingham have extended the project and have refined a mentor scheme between Y2 and Y5 pupils to now become “Play mentor scheme between Y2 and Y5 pupils to now become “Play Agents”.Agents”.

1. 1. Discuss your idea with your Headteacher and enlist his/her Discuss your idea with your Headteacher and enlist his/her support.support.

(Share your idea and ask the Headteacher to contact the (Share your idea and ask the Headteacher to contact the Headteacher of the partner school and enlist their support also. Ask Headteacher of the partner school and enlist their support also. Ask for a named member of staff to act as the co-ordinator in the partner for a named member of staff to act as the co-ordinator in the partner school.)school.)

2. 2. Contact the named teacher and arrange to meet to discuss your Contact the named teacher and arrange to meet to discuss your idea.idea.(Share your idea with the named contact and use their experience of (Share your idea with the named contact and use their experience of the partner school to develop the idea – some things may not be the partner school to develop the idea – some things may not be possible while other things you may have not considered are!)possible while other things you may have not considered are!)

3. 3. Agree deadlines and responsibilities.Agree deadlines and responsibilities.(Plan the stages you need to go through to begin to make your idea (Plan the stages you need to go through to begin to make your idea work and the resources you will need. Put a deadline date against work and the resources you will need. Put a deadline date against each task or decision and the person who is responsible. )each task or decision and the person who is responsible. )

4.4. Select the target groups. Select the target groups.

(Decide on a small number of pupils to mentor at first as a pilot so (Decide on a small number of pupils to mentor at first as a pilot so that you find out the pit-falls gently! Decide on how you will choose that you find out the pit-falls gently! Decide on how you will choose the mentors.)the mentors.)

5. 5. Train the participants and inform parents and other staff.Train the participants and inform parents and other staff.

((Mentors will need to be trained or to be given guidance, mentees Mentors will need to be trained or to be given guidance, mentees will need to have the system explained, parents of both mentors and will need to have the system explained, parents of both mentors and mentees need to be informed)mentees need to be informed)

6. 6. Begin the project.Begin the project.

(Start the mentoring according to the plan you have set out. Note (Start the mentoring according to the plan you have set out. Note down things that go well or those that need changing.)down things that go well or those that need changing.)

7.7. Evaluate what you have done. Evaluate what you have done.(Design a questionnaire to see how the mentees and mentors felt the (Design a questionnaire to see how the mentees and mentors felt the project went. Ask staff if mentees appear less anxious – has the project went. Ask staff if mentees appear less anxious – has the project made a difference.)project made a difference.)

8. 8. Amend the project and expand the numbers taking part.Amend the project and expand the numbers taking part.(Make any changes necessary to how the project will operate and (Make any changes necessary to how the project will operate and begin the process again from stage 3 but with more mentees and begin the process again from stage 3 but with more mentees and mentors.)mentors.)

“I am I” – Transition strategy Development Plan – Biography/ Activity Day/ MentoringSTEP Action Description

1.

2.

3.

4.

5.

6.

7.

8.

Discuss your idea with your Headteacher and enlist his/hersupport.

Contact the named teacher and arrange to meet to discuss youridea.

Agree deadlines and responsibilities.

Select the target groups.

Train the participants and inform parents and other staff.

Begin the project.

Evaluate what you have done.

Amend the project and expand the numbers taking part.

Share your idea and ask the Headteacher to contact the Headteacher of thepartner school and enlist their support also. Ask for a named member ofstaff to act as the co-ordinator in the partner school.

Share your idea with the named contact and use their experience of thepartner school to develop the idea – some things may not be possible whileother things you may have not considered are!

Plan the stages you need to go through to begin to make your idea workand the resources you will need. Put a deadline date against each task ordecision and the person who is responsible.

Decide on a small number of pupils to mentor at first as a pilot so that youfind out the pit-falls gently! Decide on how you will choose the mentors.

Mentors will need to be trained or to be given guidance, mentees will needto have the system explained, parents of both mentors and mentees need tobe informed.

Start the mentoring according to the plan you have set out. Note downthings that go well or those that need changing.

Design a questionnaire to see how the mentees and mentors felt the projectwent. Ask staff if mentees appear less anxious – has the project made adifference.

Make any changes necessary to how the project will operate and begin theprocess again from stage 3 but with more mentees and mentors.