APPROVED PROVIDER STANDARD

A NATIONAL STANDARD FOR MENTORING AND

BEFRIENDING

Application Form
This application form is divided into the following three main sections:

Section A - APPLICATION AND CONTACT DETAILS

Section B - FACTS ABOUT YOUR ORGANISATION
Section C - PROJECT INFORMATION

The MBF has produced Guidance Notes to help you complete this form.
These explain the reasons why we require certain details from you. They also
indicate the kind of information we need for each section of the application
form and provide examples of appropriate evidence. Please read the
Guidance Notes carefully before completing any of this form!

Section A - APPLICATION AND CONTACT DETAILS

1. Name of the organisation

Enter the name of the organisation submitting this application.
Saints Study Centre and Steelbacks Study Centre (joint application)

2. Contact address
Address:
Steelbacks Study Centre or Saints Study Centre
Northants Cricket Club Franklins Gardens
Wantage Road Weedon Road
Northampton Northampton
Postcode: NN1 4TJ NN5 5BG
Telephone 07739479488 Anna Letts Facsimile: Saints: 01604 599158
Or 01604 599152 Jeanette Campkin
E-mail: Website:
Steelbacks@studycentres.northants.sch.uk www.steelbacksstudycentre.org
jcampkin@northamptonshire.gov.uk www.saintsstudycentre.org
3. Person to be contacted
This should be someone with whom your application can be discussed and to
whom any queries can be addressed.

Title: Miss First name: Anna Surname: Letts

Position: Steelbacks Study Centre Leader

Address: (if different from the one on the previous page)

Postcode:
Telephone: Facsimile:

E-mail: Website:

4. Declaration
Read the following carefully, and sign to indicate acceptance.
This section of the application form should be completed by two individuals
with the authority to commit the organisation to undertaking the Approved
Provider process.

Authorised by Authorised by
Name: Name:

Designation within the organisation: Designation within the organisation:

Signature: Signature:

Date: Date:

For Office Use Only Unique No: Date Received:

Please indicate if you would like your Evidence Portfolio Returned: Yes
Section B - FACTS ABOUT YOUR ORGANISATION

1. What type of organisation are you?

Educational: ‘Playing for Success’ study support project. This comes under the
DCSF, Northamptonshire County Council and professional sports clubs.

2. Main activities and the work that you do.

Boosting self-esteem and confidence of disengaged children through innovative
learning styles. Teaching literacy, numeracy and ICT key skills through a sports-
based context. Children attend after school activities 2 hours a week for a 10 week
term.

3. Has your organisation achieved any other quality standards?

If yes, please provide details below.

Name of Award Name of Awarding Body Date of Award Review date

Saints Study Centre: DCSF QiSS: National March 07 Jan 08 (working
QISS (Quality in Youth Agency towards
Study Support)- Advanced
emerged status status)

Section C - PROJECT INFORMATION

Project Aims and Structure

1. What is your mentoring or befriending project called?

Enter the name of the project you wish to register for Approved Provider
status.
Mentoring to develop ‘Playing for Success’ Study Support at the Saints and
Steelbacks Study Centres, Northampton.

2. What is the purpose of your project?

The purpose of the project is to provide study support key skills in literacy,
numeracy and ICT as well as improving confidence and self-esteem and to
engage some disaffected pupils using sport and innovative learning styles as the
medium. Disaffected children from years 5 and 8 mainly attend after school
‘Playing for Success’ (PfS) study support sessions based at the Saints and
Steelbacks Study Centres within professional sports stadiums. Children from the
‘middle criteria’ are chosen to attend, those that are not talented and gifted or have
severe behaviour and learning difficulties. These are the kind of children that tend
 to be overlooked in the normal school classroom and who become de-motivated
with the mainstream school curriculum. When children go back into school, the
new skills they have learnt can be transferred, raising achievement levels and
engagement in the classroom (Q2a,b,d,f,g).

Mentors are a valuable asset to these study support sessions and aid the
children’s learning. They provide on the spot 1-1 help for the children, which they
wouldn’t necessarily get in school. Volunteers from local 6th forms, the university
and private companies assist centre managers and staff in the teaching and
learning (Q2c).

The Saints and Steelbacks Study centres are increasingly developing daytime
study programmes based around the principles and ethos of ‘Playing for Success’
such as reward days, literacy or numeracy days (tailor made to suit schools’
needs), interpersonal skills days, projects for excluded, looked after or vulnerable
students. Mentors also volunteer during these days (Q2h,i).

3. What organisational and management structure is in place to support

your project?

The Saints and Steelbacks Study Centres and ‘Playing for Success’ come
under a national and local structure. PfS is a nationwide programme based at
various sports clubs around the country, organised, funded and structured by
central government: Department for Children, Schools and Families (DCSF).
The Local Education Authority (LA) comes under the remit and funding of
Northamptonshire County Council, ‘Children and Young People’s Service’
(CYPS) and sub-headed under ‘Northampton Town Learning Partnership’
which covers all the county’s schools that the study centres work with.

There is a three way funding, organisational and structural model between

the DCSF, LA and professional sports club where each study centre is based.

The study centres come under the organisation and structure of a smaller
team, the ‘Northamptonshire Study Centres’ PfS team. This is made up of all
centre mangers, centre co-ordinators and administrators, under the leadership
of the Director (Q3 a,b,c,d,f). Salaries are paid by the LA/DCSF. Meetings are
held bi-monthly to discuss finance, county council policies, staffing, centre
updates, future plans and so on. Sub-meetings are held between these
meetings; centre manager curriculum meetings, mentor task groups etc (Q3j).

Each study centre is accountable and works in partnership with their

professional sports club, under an ‘in-kind’ contribution arrangement whereby
the study centre has a classroom or dedicated building within the stadium,
access to facilities, players, game tickets and utility bills paid. This is set out in
the ‘terms of reference’, agreed by the centres’ Management Group, made up
of key parties within the club, study centre, local schools, county council and
associated members. The centre manager is accountable to this group as well
as to the PfS team (Q3k,l).
 Other structures in place include Northamptonshire County Council (NCC)
policies and procedures such as health and safety, Human Resources (HR),
payroll, risk assessments, CRB checks, equal opportunities, continuing
professional development (CPD), appraisals, 1-1 meetings with the director
and ongoing external and county council training (Q3 m,n,o,p,q,r,s,t,u,v,w,x).

Regarding mentors, the same structure applies but on a smaller scale. They
are also appointed under the LA and county council as volunteers and have to
adhere to the above policies and procedures. On the smaller scale, they come
under the remit of the individual study centre they work at and its centre
manager. However, the mentor task group take responsibility for decisions
affecting all mentors (Q3e,g,h,I,j).

4. What support mechanisms are in place to ensure that staff overseeing

the project are operating effectively?

As outlined in question 4, County Council policies and procedures are the

mechanisms that ensure PfS staff are operating effectively and safely. These
include:
Health and safety
NCC employs a safety officer who visits all study centres to carry out and
update risk assessments for facilities, staff and activities (CRQ3m-v).
HR, Payroll, Accounts
Oversee all appointments, salaries, pensions, medical checks, CRB checks,
equal opportunities policies, study centre finance.
Continuing professional development (CPD)
All staff must fulfil 6-monthly appraisals under the supervision of the director,
including 1-1 bi-monthly meetings with the director to discuss centre business,
finance, staffing, operational issues as well as personal job performance. As
each appraisal is completed, the director must submit documentation to the
head of CYPS and then to HR who keep records. Each time, employees are
given a rating to show how they are performing in their job.
Training
NCC provide courses on all matters associated with working in CYPS and the
NCC such as supervisor skills, first aid, writing reports, child protection,
business plans and so on. PfS employees can attend these. External bodies
are sometimes called in to run specialist courses such as practical sports
coaching, behaviour management and ‘University of the First Age’ learning
styles (Q4a,b,c).

Casual mentors are eligible for some of the above, depending upon how long
they have been with the study centres and if they wish to improve their own
CPD (Q4e,f,g). As they are not employed by NXX, they are not always eligible
to attend some courses. Commonly, they work alongside the centre manager
who offers more informal means of appraisal and feedback(Q4d).

Centre managers, in order to be eligible for this job, must have Qualified
Teacher Status (QTS) and centre co-ordinators must have or be working
towards a teaching assistant qualification such as HLTA (Higher Level
Teaching Assistant). Job descriptions outline the essential and desirable
criteria required (CRQ3a,b,c). These pre-requisites ensure PfS staff operate
effectively.

The wider national PfS team and centres hold national and regional
networking, training and conferences. This provides PfS staff with ongoing
training and opportunities to improve their centres and personal professional
development. Although all centres are different, the same PfS ethos and
guidelines are followed, ensuring a common purpose and therefore effective
operation. Workshops held at the annual national conference in Stratford
provide PfS staff with knowledge, ideas, practice and training in: mentoring,
educational activities, ICT, healthy living, school liaison, club relations, popular
culture etc.

Within this, QiSS (Quality in Study Support) qualifications exist (see

evidence), a PfS national quality assurance. Centres and centre managers
strive to attain various levels of QiSS status through evidence based
portfolios. These are monitored and evaluated by PfS ‘critical friends’, a
member of the DCSF and the PfS national/central team. They visit centres to
advise on QiSS qualifications as well as a whole host of other aspects of the
running of study centres. These critical friends report back to the DCSF and
PfS central team, to ensure quality educational provision and effective
operation of PfS.

Schools, teachers and Headteachers also ensure that PfS staff operate
effectively. Through school-centre links and ongoing feedback, schools and
study centres build up strong working relationships and are held accountable
to each other. Head teachers report back to head cluster meetings, NCC,
Ofsted inspectors and the DCSF. The study centres’ work forms a part of this,
which ensures top quality study support.
Client Group

5. To whom does your project provide services?

Mainly disaffected children from year 5 and 8 attend after school ‘Playing for
Success’ (PfS) study support sessions based at study centres within professional
sports stadiums. Children from the ‘middle criteria’ are chosen to attend, those that
are not gifted and talented or have severe behaviour and learning difficulties. These
are the kinds of children that tend to be overlooked in the usual school classroom
and become de-motivated with the mainstream school curriculum. When children go
back into school, the skills they have learnt can be transferred, raising achievement
levels and engagement in the classroom.

On a wider scale, the PfS project provides services for the schools. The
educational and pastoral impacts upon the children are great and this will in turn
benefit the schools and teachers too. On a local scale, this assists the Local
Education Authority (LEA) and County Council in achieving targets, raising
achievement and improving educational services as a whole. Extended services are
increasingly called upon to co-ordinate all these separate providers bodies, of which
PfS is an integral part.

On a national scale, the DCSF (Department for Children, Schools and Families)
have under their remit ‘study support’ and extended schools in which PfS sits.
Therefore there is a central PfS team (Rex Hall Associates) based in West
Bromwich, which assists in allocating funding, monitoring and evaluating results,
impact and progress of centres and children.

PfS has a strong positive reputation in the eyes of the DCSF. Year after year it has
been demonstrated how effective PfS study centres are in improving childrens’ life
chances, raising self-esteem and confidence and personalised learning. PfS also
contributes towards the ‘Every Child Matters’ national government agenda.

In Northampton, schools are allocated to one of three centres (Saints, Steelbacks

and Cobblers), based upon Secondary schools and their feeder Primaries. All
projects are held within the Northampton Study Centres.

Mentors are vital to the smooth running of each PfS session. They also play a key
part in the child’s learning opportunities. At the Saints and Steelbacks Study
Centres we try to have three mentors per session, with Centre Managers and co-
ordinators this enables us to achieve our target of 3:1 pupil/mentor ratio.
6. How are your clients identified and referred to you for support?

Centre managers hold school liaison meetings with the Headteachers and
year 5 or 8 link teachers. These staff are the key people to refer children to
the project. The selection criteria are outlined in these meetings and through
study centre literature (Q6a,b,c,d). Children from the ‘middle criteria’ are
chosen to attend, those that are not ‘gifted and talented’ or have severe
behaviour and learning difficulties. These are the kinds of children that get
missed in the usual school classroom and become de-motivated with the
mainstream school curriculum. When children go back into school, the skills
they have learnt can be transferred; raising achievement levels and
engagement with school lessons. The link teacher chooses the children
across their year group, in consultation with other year teachers, pastoral staff
and learning mentors.

The Saints and Steelbacks Study Centre managers will meet with the
children before they are due to start at the study centre and explain why they
have been chosen and what they will be doing there. It is stressed that it is a
privilege to be chosen and a wonderful opportunity. They have not been
chosen because they are ‘naughty’ or ‘behind in their work’, rather that their
teachers believe they could benefit from a little extra help in Numeracy,
Literacy and ICT. The centre manager asks the children if any of them
sometimes feel like they can’t achieve things and if they believe in
themselves. This will highlight the children with low self-esteem and self-
confidence. While the centre manager outlines some of the learning activities
taught at the centre, they always emphasise the fun factor. They answer any
questions or worries the children have and reassure them that they will be
looked after.

As well as these criteria, pupil data is used by both the school and study
centres. Data such as Special Educational Needs register, ethnicity register,
looked after children (LAC) list, national curriculum levels (in reading and
writing), English as an additional language (EAL), and so on. Matched to the
link teacher’s views about a child, this ensures the right children are selected
to attend study support sessions. Sometimes the link teacher will supply some
notes on the pupil data form (see evidence) such as any educational,
behavioural needs or information the study centre staff might find useful. For
example; ‘doesn’t mix well’, ‘very shy and low confidence’, ‘can be disruptive if
not constantly stimulated’, ‘finds it hard to trust adults’ and so on. The centre
staff can then adapt their teaching and learning as well as provide 1-1
personalised learning programmes for the children. The study centre has a
more relaxed atmosphere than in school, which helps children feel welcome,
and the innovative and interesting educational activities makes learning fun.
There are many advantages to having small groups of fifteen children in a
class. The centre manager can assign their mentors to particular children who
need extra help or ask them to keep an eye out for them.

Once the school has chosen and referred the children to the study centres,
parents receive a pupil information booklet, which they must complete and
return to the centre manager. This covers personal details, medical problems
and transport details. Parents must sign the booklet to give their permission
for their children to attend. They also receive a letter explaining why their child
has been chosen, what study support sessions involve and what PfS is all
about. This comes with a study centre brochure (Q6a,b). Parents are always
welcome and encouraged to phone the centre manager with any questions
and concerns they may have. This is an ongoing process that lasts throughout
the term and some parents contact the centres to check on how their child is
progressing, let centre staff know of any issues at home and to change
transport details. In this way, parents as well as school teachers are referring
their children to the programme.

Occasionally, after the first session, the centre manager will phone the link
teacher and explain that a child has not been chosen correctly for PfS. For
example, they struggle with severe behaviour problems and have been
disrupting the group or that a child who has ADHD (attention deficit
hyperactivity disorder) cannot cope with the change in routine and act in a
calm manner. The centre manager and link teacher will discuss how to handle
this. The centre manager can agree to continue with the child in the group
providing their behaviour can be managed, and on advice of the link teacher.
If there is a mentor that can be dedicated to that child then it is usually fine to
progress. However if the centre manager feels the child cannot continue in the
sessions as he is a disruption to the other 14 children, then they can ask the
teacher to send another child instead.

The link teachers and head teachers receive weekly ‘fax back’ faxes or
emails detailing the group’s progress, what activities they have been working
on and any comments about individual students. This keeps the school
informed and advises them whether they need to take any action. For
example, have an informal word with some children about minor issues such
as their behaviour, lateness or attendance. Occasionally it is necessary to
phone parents for the same reasons. Again, this ensures that the referral
process is correct and kept on track throughout the term.

When children are selected for the PfS mentoring programme at the Saints
and Steelbacks Study Centres, it is made clear that the programme is open to
anyone, regardless of disability, ethnic minority, learning disability or gender.
The centre manager meets with the children for the first time in school as part
of the school liaison process before the term starts, making it clear that you do
not have to be an expert in cricket to attend, nor do you need to be able to
physically play rugby. Sport is used as a way to engage learning, not the final
result. The study centres work with Greenfields Special School where the
children are quite severely physically and mentally disabled. That does not
mean they miss out on PfS and study support. Classes visit the sports
stadiums and study centres and go on stadium tours, use the computers and
take part in practical coaching sessions. It just takes some adapting of
resources and staff approaching activities from a different view.

Another tool which schools may use to refer children to PfS is the PASS
survey (Pupil Attitudes to School and Self), an internet based questionnaire
with 50 questions about how children feel towards their school teachers,
learning, subjects, friends, self esteem and confidence. Some schools do this
survey at the start and end of a school term or year, to see if they have
improved or changed their attitudes. The results of this survey can assist
Centre Managers and schools to evaluate the impact of a PfS programme.
The study centres conduct their own survey using PASS at the start and end
of the 10 weeks (see evidence). The centre manager will look at the results
and note any children that have red ‘at risk’ areas/percentages, meaning there
is an issue there. PfS can address 4 areas. This can be done throughout the
term through personalised learning and many of the PfS activities are geared
towards hitting these targets.

Some centres use their own versions of a self-esteem survey in the same way
(CRQ14c). This doubles as a way of monitoring and evaluating childrens
attitudes towards the centre.

Outside agencies also refer students to the study centres, for tailor-made
daytime projects. They have the ultimate control of who is referred but in
consultation with the study centre staff.
- Kicin2Study is a learning and pastoral project for looked after children (LAC)
in all year groups across the county’s schools. Social workers, carers, schools
and the project leader select the children using the LAC register and criteria.
- Connexions run a project based at the sports clubs for unemployed young
adults of 16+ years called ‘Coaching for Life’ whereby the teenagers gain
sports coaching qualification and study English, maths and ICT skills in the
study centres as part of it. Connexions refer the students and consult the
study centre managers on what they require in the way of teaching and
learning.
- Full back project is run for excluded secondary school children from across
the town. Bacin staff refer the children onto the programme depending upon
what 1-1 support is needed and if the children have an interest in sport or
would benefit from being taught outside of the school environment.
- School reward/subject specific days: schools approach the study centres
and agree a programme of study for groups that need extra literacy/numeracy
help or that deserve a reward for good work or attendance.

Again, these projects are held within the study centres and are staffed by
various people including the centre manager, centre co-ordinator, staff from
the various organisations, and of course mentors. Mentors play an important
part in the sessions as it often enables 1:1 attention for the students, and they
can usually be seen as good role models for the students attending.
7. How are clients made aware of what the project involves?

The schools and PfS link teachers are made aware of the project through
Northamptonshire County Council information: letters from head of Children
and Young People’s Service and Director of Study Centres at the start of
each academic year. As many of the county’s schools have been
participating in PfS for several years now, they are fully aware of the project
and its aims and objectives. However, each year there may be new PfS link
or Head teachers, who require the study centre managers to approach them
with a full explanation and arrange liaison meetings.

Link/head teachers who remain the same still receive a liaison visit from the
centre manager who can recap on the criteria for choosing the children,
launch study centres reading schemes and discuss any new development
within PfS, locally and nationally. This is a good way for school staff to find
out about reward days, specific tailor made days and any number of ways
the study centres can assist schools with their needs. The centre managers
provide link teachers with all the materials and brochures they need to send
home with children to parents (Q7a, CRQ2a). The study centres also provide
information for the SEF (Self-evaluation form which all head teachers must
complete as part of the Ofsted process) and how PfS fits into this and ‘value-
added’ extra curricular activities.

Alongside these liaison meetings and information sent out, there are local
networking events that the study centre staff attend. For example, school
cluster/family meetings, primary/secondary heads meetings, county council
strategic planning meetings such as NTLP (Northampton Town Learning
Partnership), Northampton Town Excellence Cluster, School improvement
council and so on. Study centre staff attend if they are especially asked to
but also to publicise what the study centres can offer the schools. A lot of the
daytime programmes are decided upon funding and there are subsequent
meetings attended to find funding and analyse budgets. For example, EMAG
(ethnic minorities), sports ‘awards for all’ bids, and SIG (school improvement
grant).
At various places around the county, the study centre publicises its
services through displays, brochures, annual reviews (which are sent to
every school, county councillor, notable members of the council and MPs),
study support conferences run by extended services, sports club community
departments, club literature (match day programmes usually carry an article
about the study centres), local newspaper and radio as well as study centre
websites (CRQ6e,f,g,h,I,j,k,l). All this publicity raises the profile of the PfS
project and promotes its aims and objectives: to raise educational standards
in literacy, numeracy and ICT, as well as boosting self-esteem and self-
confidence in children.

The children chosen to attend PfS sessions are made aware of what the
project entails through pupil information brochures about the study centre
and activities. The pupils and their parents also receive a letter from the
centre manager outlining what the project (PfS) is, why they have been
chosen and how they will benefit (Q7a). The children also meet with the
centre manager and have the opportunity to ask questions. The parents are
encouraged to phone/email the centre manager with their questions.

Mentors are made aware of what the project involves from an information
pack containing centre brochures and PfS mission statement/ethos, centre
operation, mentor job description, health and safety induction details, mentor
handbook, informal letter of contract: hours and days of work (CRQ2c, Q3f-I,
Q6b,c). This is after the centre manager has met with the prospective mentor
and explained PfS vocally. This is followed by a phone call from the centre
manager to make sure the volunteer mentor is suited to the study centre and
vice versa.

Regarding the relationship between children and mentors, both are made
aware of what the project involves and how this aspect relates to them.
Sometimes senior mentors go with the centre manager for school liaison
meetings and talk to the children about mentors, outlining their role and
putting them at ease. Usually in the first PfS session where the children meet
the volunteer mentors for the first time, their role is outlined and it is made
clear that the mentors are there to help the children in their work, on a 1-1
and group basis. Children are encouraged to approach them for help and
treat them like ‘interested adults’ rather than teachers. The centre manager
sets out the guidelines, and the mentors expect the same good behaviour as
the centre staff from children. If the pupils have any worries they can talk to
the mentors as long as they are made aware that sensitive information will
need to be passed along to the centre manager.
Recruitment and Selection of Volunteers

8. How do you recruit your volunteers?

Sixth- form assemblies
Centre managers phone the head of local school’s 6th forms to book an
appointment/assembly time to speak to the whole 6th form. On the visit, the centre
manager and centre co-ordinator does a presentation to the 6th formers explaining
what PfS is, what mentors are and what would be expected of them. The benefits to
the mentors are outlined such as the importance of volunteering, added strength on
their UCAS forms and useful experience if they want to pursue careers in childcare
and teaching. Centre leaflets are given out and questions answered (CRQ4b,c).
Application forms are filled in on the spot or returned to head of 6th form in the next
week (Q8a,p). All perspective mentors are phoned by the centre co-ordinator and
invited to visit the centres for a session to see if it’s right for them and if they are
right for the centres. Once a decision has been made as to their suitability, the 6th
formers join a PfS term for 10 weeks, attending 2 hours per week on average (Q8q).
Meanwhile the co-ordinator requests references, formally appoints them through
county council HR which triggers the CRB check (Q8c,d). Later they also check the
ID. Mentors are given mentor handbooks, which outline their expected duties as
mentors, health and safety guidelines and diary. On the first session, the chosen
mentors will be given an induction by the centre manager/co-ordinator about health
and safety, advice regarding relationships with the children and what to do with any
problems they encounter.

Private enterprise
Barclaycard headquarters are situated in Northampton and as part of their corporate
community service, all employees are required to partake in two days voluntary work
each year. This is part of their performance and appraisal at work. A partnership has
been established between the centres and Barclaycard to enable school reward
days to be given free of charge to chosen schools. The centre manager followed up
a Barclaycard employee who came to the centre via another route who was so
impressed by the activities and facilities available at the study centre, that they went
back to the head of corporate community and suggested sponsorship. Thus, once or
twice a year, study centre staff visit Barclaycard to advertise and recruit for mentors
as well as internal advertising via their intranet. The two parties discuss various
dates throughout the year that mentors would be required, targeting schools that
would benefit most (Q8j,m,n).

The University of Northampton has a strong standing within the community and
regularly holds volunteer fairs that are organised by the well established volunteer
office. All students are made aware of these fairs. On each of these occasions
Northants Study Centre are offered a stall (Q8i). As the fair is held centrally on
campus and near the main library there is always plenty of interest in our stall. We
display attractive sports team branded merchandise that grabs attention. Through
discussion with centre staff, the prospective mentors learn about the PfS ethos and
mentoring in general. The same process as with sixth formers is then followed.
Equal opportunities are given to all candidates as students from different
backgrounds and cultures enrich the experience for the children.
 The volunteer bureau in Northampton Town Centre is fully aware of and have
promoted the study centre work to adults from a variety of working backgrounds,
who wish to work part time in a more rewarding and different environment (Q8o).
These people usually telephone the centres directly to discuss which centre and
sports club they have an interest in and what hours they can offer. They are invited
to have a look round and meet with the centre manager who can judge their
suitability. The same process as with sixth formers and university students is then
followed.

Other avenues for recruitment include the Study Centres websites, word of mouth,
school link workers and via the sports club community departments (Q8h). In this
case, the club work experience people get to see what the study centres do and
help out, often becoming mentors.

9. What screening procedures and personal protection arrangements do

you operate?

As part of the County Council regulations, all mentors must be CRB checked,
provide references and be centre manager recommended appointees. This
includes a mandatory probation period, which the centre manager monitors (Q9a,b).

Less formal arrangements include a health and safety induction on their first session
at the centre. This includes fire and emergency procedures, Internet usage policy,
accident reporting procedures, first aid facilities and staff, data protection and they
are shown the risk assessment relating to that particular centre and approved by the
County Council (CRQ3m-x).

Advice regarding discipline in the centre is given, outlining that the responsibility lies
with the centre manager – they are not expected to take charge of the situation but
need to report the situation to someone in authority. Advice is also given regarding
common sense behaviour with the children, such as never being left alone with a
child. Physical contact with the children is discouraged and accompanying a child to
the toilet is strictly prohibited.

If mentors are provided with a taxi to and from the centre, all taxi companies ensure
that their drivers are CRB checked and County Council approved. Mentors are
walked to the taxis by a member of centre staff and follow up phone calls are made
when necessary.

Training in first aid and child protection is offered to longer serving mentors as a
form of reward (Q9c).

If a mentor becomes unsuitable, the centre manager discusses the situation with the
mentor and the appropriate action is taken. The centre manager will discuss the
situation with the mentor and refer them to other projects which may be more
suitable.
10. What process is used for matching clients and volunteers?

Many of our processes are informal but extremely effective in matching clients
(children) and volunteers (mentors).

As pupil data is collected for each PfS session, it is possible to match mentors to
children, in order to enable each child to achieve, with the support of someone with
a similar interest or experience. Children are often paired 1:1 with mentors who
share similar interests, experiences and perhaps cultural backgrounds, e.g., English
as an additional language, similar culture, particular sporting interest (maybe a
coaching qualification), from same school, drama, music or ICT/multimedia (Q10a).

Through observation, pupil data and PASS (Pupil Attitudes to School and Self
Survey) results, pupils with behaviour and learning difficulties are identified and
matched with a suitable mentor. These mentors must possess great communication,
social skills and patience. They also need to act in a calm appropriate manner
when inappropriate behaviour occurs.

Regular feedback from both children and mentors provides centre staff with
evidence as to whether the 1:1 partnerships are working effectively or not.
Feedback is often an ongoing task, both written and vocal.

Age and gender can also be an effective matching process, e.g., young male staff
are rare in primary schools, so when children attend study centres and see young
male mentors, they have role models to look up to and aspire to.
Volunteer Preparation, Training and Support

11. How do you prepare volunteers so that they can offer effective
support?

Once the initial contact has been made with the prospective mentor, an
information pack is sent to them. This includes Saints and Steelbacks Study
Centre brochures and PfS mission statement/ethos, centre operation, mentor
job description, health and safety induction details, mentor handbook, informal
letter of contract: hours and days of work (CRQ2a,c, CRQ3a,b,g,i,n, CRQ6b,c,
CRQ8q, Q11a,b,c,d).

Sometimes the centre manager will phone or meet with the prospective
mentor after the 6th form assembly/volunteers fair to outline the roles and
responsibilities of a mentor. This meeting can also double as the induction.
The manager will describe the nature of the mentoring relationship, talk about
how and why the children are chosen and go through possible scenarios they
might encounter while working at the centre. The mentors will also be advised
how to treat bad behaviour, what to do if a child tells them something they
need to report and how to build self-esteem and self-confidence.

The centre manager also goes through Northamptonshire County Council’s

equal opportunities and health and safety policies (CRQ3n,o,w). During the
health and safety induction, mentors will learn fire regulations and procedures,
first aid details, hygiene regulations, safe systems in place, internet policy/e-
safety, lifting and handling techniques, work place hazards and have a tour of
the workplace (CRQ3p,x). This applies not only to the study centre but the
sports clubs they are based in (CRQ3r,s). Saints and Steelbacks Study
Centres must follow County Council, club and centre risk assessment
guidelines.

Mentors that have worked at the centres for a period of time are offered
training, organised by the study centres mentor task group. This training
includes basic behaviour management, first aid or child protection workshops
(CRQ4a,b,c, CRQ9c). This training sometimes occurs before the mentors
start at the study centres or can form part of their work at school for
community experience, sports leadership or coaching courses.

Before mentors can start work they must be CRB checked and be cleared.
The County Council and Centre Manager take care of this (CRQ9a,b).

12. How do you provide on-going support for volunteers?

This is an informal process.

Sharing practice between mentors is strongly encouraged at the study centres.

The centre co-ordinator and senior mentors who have worked at the centres for a
long time are always available for volunteers to talk to, observe and ask advice of.
 During the term, feedback is ongoing from centre staff to advise and encourage the
mentors. Through observation and conversations, the staff are able to match
mentors and children together as well as watch their relationships progress. At the
end of the term, a written evaluation is completed to report back on how the mentor
has performed.

The atmosphere of the study centre is open and friendly so mentors are
encouraged to suggest activities and techniques to help the children as well as ask
for help and advice at any time.

Like the children, the mentors’ self esteem and confidence are boosted by working
with children. Centre staff constantly encourage and praise them. At the end of each
term a celebration/presentation evening is held with all parents and teachers
attending. The children receive their achievement certificates and stand up to tell the
parents what they have learnt at PfS. The role of mentors is outlined and the
volunteers introduced by the centre manager. It is stressed that the centre could not
run without these mentors as they provide such positive role models for the children
and are able to work 1-1 with them, enabling a great staff-pupil ratio, better than in
school. Evaluations and certificates are given out at the termly presentation evening
(Q12d, CRQ11g).

Mentors that have worked at the centres for a period of time are offered training,
organised by the study centres mentor task group. This includes basic behaviour
management, first aid or child protection workshops (CRQ4a,b,c, CRQ9c). This
training sometimes occurs before the mentors start at the study centres or can form
part of their work at school for community experience, sports leadership or coaching
courses.

Mentors are rewarded for their time in the form of evenings out, training
courses/qualifications, free match tickets and club programmes.

The centre manager or centre co-ordinator will sometimes telephone/email the

mentors after their first session to find out how they felt the session went, and to
follow up any questions. As the time goes so quickly during the sessions, there isn’t
always time to focus on the volunteers as much as we would like to. They are asked
how they thought the session went, encouraged to offer suggestions, and whether
there were any problems etc. Operational things also need to be discussed at this
point such as staff t-shirts, identity badges, taxi arrangements, and any upcoming
training.

Often mentors receive ICT training at the centres, either alongside the children or
in separate training sessions. The centre manager takes the time to sit down with
volunteers to demonstrate a new programme or give some hints and warn them
where the children will need the most help or make the most common mistakes.
This gives the mentors a ‘heads up’ before sessions and makes the centre manager
feel more confident when delivering ICT lessons if they know that the mentors are
confident with the software. As study centres are more advanced in ICT than
schools, the computers and software are often new and possibly different to
mentors. This gives them a great advantage in their own studies as the ICT skills
are transferable.

Centre managers try to support any mentors who wish to pursue a career in sports
coaching or teaching by helping them obtain work experience within the sports
clubs. The community coaching departments often take on school students who
help with practical coaching, publicity and see behind the scenes of the club. These
positions are sought after but the study centre can recommend mentors and help
them gain a place. They can follow this up with letting the mentors assist in
coaching the PfS children in their sports sessions (Q12b,c).

Monitoring and Evaluation

13. How do you monitor the progress of relationships and determine

whether they are successful?

Both Saints and Steelbacks Study Centres have a mentoring programme which was
developed approximately seven years ago. The Saints Study Centre has eighteen
mentors at the time of writing, and the Steelbacks Study Centre has four mentors.

One to one working is identified by various sources i.e., pupil data (provided by the
schools), and by monitoring the children attending PfS. If a child needs extra
support, the Centre Manager or co-ordinator will ask a mentor, who they think will be
able to help that child best, to assist and support the child and report back at various
stages of the session.

Feedback on the progress of relationships is constantly sought from children,

mentors and study centre staff. This is done vocally and in written form (Q13a). The
website is used regularly as there is a particular page for mentors where children
and school staff can leave comments (Q13e). The website addresses for the Saints
and Steelbacks Study Centres are as follows:
www.saintsstudycentre.org
www.steelbacksstudycentre.org

The centre manager will ask the school for feedback i.e. if they think particular
children are benefiting from being paired up with a mentor and how it is working out.
This is done through emails, weekly fax back sheets and phone calls.

Some progress can be measured in a different way: proof that the children, with
the help of the mentors, have learnt particular skills and improvements. For
example, an ICT skill, a mental maths technique, improved creative writing content
(Q13b). This also transfers into behaviour (better control over anger ad reactions)
and pastorally. Getting the child to believe they are capable of achieving something
or recognising they have improved their confidence is important. The evidence of
such skills and improvements is obvious through seeing the end result of a piece of
work, observation by staff, presentations and vocal feedback. The centre manager
is able to see which children need help with what through working with them each
week and from the school’s pupil information. They can then allocate the right
mentor and keep an eye on how the relationship is progressing and whether it is
successful. The Centre Manager can advise mentors on how to work on such skills.
 Whether a relationship can be deemed successful is decided by centre staff. They
can soon tell whether a child enjoys working with a mentor and how they are
benefiting. They will talk to the mentors regularly to check on progress. As a result
of success, the relationship is formed on trust. The child looks up to the mentor as a
positive role model and trusts them to help in their educational and pastoral
development. They listen to them and perhaps confide their worries. These can be
anything to do with schoolwork, friends, family, sport, hobbies and behaviour. Some
of the children who attend the study centres will come from disadvantaged home
backgrounds. They may not have a positive role model in their life or someone
dedicated just for them. Having a mentor at the study centre gives them something
to look forward to each week, as well as undertaking fun activities, they have
someone who gives them their full attention and who will do anything they can to
help them. This also applies to the mentor, some mentors will not be very confident
(especially the younger ones, i.e., 6th formers) when they start volunteering at the
study centre, but through the reaction of the children to them, this will be boosted.
Observing how the child asks for their help and wants to have fun with them gives
them great pleasure and they in return want to do their best for them. They share
the fun activities at the study centre and form a relationship based on trust.

In some cases, when centre staff can see a child-mentor relationship not proving
successful, they can step in to help. For example, matching up a mentor who is very
quiet with a child who is very loud and has behaviour issues may not work. The
mentor will be intimidated by the child and feel out of their depth in dealing with
them (although sometimes this can be an effective pairing). A mentor who is louder
and more confident in dealing with behaviour issues can be chosen instead. Another
example of how a relationship might not be successful would be pairing a mentor
who has no knowledge of rugby with a child who is rugby mad. Although this does
not question the mentor’s capacity to help the child in their studies, it does prove
more successful to pair the child up with a mentor who has special interest in rugby.
That way, the mentor can keep the pupil’s attention at all times and motivate the
child in their work through discussing the finer points of the game. The centre
manager and staff know who is working with who and why and adapts relationships
as they see fit (Q13d).

Sometimes assessing how successful the relationships will be can take place
before the mentor begins volunteering at the study centre. Through initial interviews,
meetings, inductions and phone calls, the centre manager can decide how the
mentor will fair. For example, one of the questions a centre manager will ask is “Why
do you want to work as a one to one mentor? Why do you want to work with
children?” If the response from the mentor is along the lines of “because children
are cute” or ‘it will look good on my University application form” then they know there
may be a problem there. Through further conversation, the centre manager will
make it clear that these are not good reasons and are not preferable for mentoring.
14. How do you evaluate the effectiveness of your mentoring or
befriending project?

The mentor task group was formed with members from the wider Northants Study
Centres team a year ago to monitor and evaluate mentors and mentoring across the
five study centres. This is made up of two centre managers, centre co-ordinators
and an administrator. They all have a special interest in mentors and see it as their
responsibility to develop processes and training for volunteers. They meet bi-
monthly and discuss recruitment and retention of volunteers, upcoming events,
(such as volunteer fairs/6th form assemblies) County Council HR processes, training
and accreditation, monitoring and evaluation techniques. They also discuss (see
minutes- CRQ3j) the effectiveness of 1-1 paired mentoring, any problems that arise,
what works well and what needs improving. Anything that is seen to be of interest is
circulated to all centres. However, each centre manager works differently when it
comes to mentors and each centre has different requirements.

The effectiveness of the centres’ mentoring programme is analysed through

conversations about case studies of 1-1 pairings that are working or otherwise.
Feedback from schools, children, centre staff, parents and mentors is looked at but
each centre manager is responsible for reporting this effectiveness in relation to
their own centre, perhaps in their termly reports. In many cases, this is done
informally through observation and ongoing conversations with mentors and children
(Q14a,b,c,d,e,f).

The written evaluation forms which mentors fill out about their experience working
at the centres prove to be very valuable in evaluating the effectiveness of the
mentoring programme. Structured and open-ended questions outline what mentors
thought about the whole process, what skills they developed from it, and the
strengths and weaknesses of the project (CRQ11e). A second questionnaire is more
geared towards how mentoring will help them in their chosen career and
interpersonal skills. Mentors can also write their suggestions about the study centre,
educational activities and mentoring in general.

The centre manager fills out a written evaluation about the mentor at the end of
each term. This also demonstrates the effectiveness of the project as it rates how
the mentors have performed and handled situations. A comment at the end enables
the centre manager to sum up how effective the mentor has been (CRQ4f,g).