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Learning Mentor

Learning Mentors work within schools to help pupils learn and make the most of opportunities available.

By working with your child to form a trusting relationship they will support your child through a planned and agreed approach. This will include sharing successes, providing support for behaviour and learning and being someone to talk to.

Learning Mentors can work both in the classroom and the playground. Learning Mentors can also run small groups outside the classroom to teach pupils additional skills.


Mrs Hunt is the Learning Mentor for Glusburn Primary and she may be assigned to help your child if they:

  • Need additional support to complete their school work
  • Need help to make friends or develop positive relationships
  • Are having difficulties following the school behaviour policy
  • Are having difficulties attending school
  • Are at risk of being excluded
  • Need support regulating emotions


How does my child receive support from the Learning Mentor?

There are two ways this could happen:

  • If the school thinks that your child could benefit from this support then they will discuss this with you.
  • If you think that your child would benefit from more support and assistance please contact the class teacher. The school will discuss with you whether the Learning Mentor is the appropriate person to provide this support.

How often would my child see the Learning Mentor?

The work that your child will do with the Learning Mentor is part of an agreed plan. The types of activities that the Learning Mentor may do with your child include:

  • Weekly meetings to meet with your child to discuss progress.
  • Support with classroom lessons.
  • Group work
  • Support in the playground

Involving Parents/Carers

If the school feels that your child will benefit from working with the Learning Mentor then they will contact you. You will be asked to meet with Mrs Hunt so that you can talk about your child and how you feel like the school can support them further. Mrs Hunt will keep in contact with you during the time she is working with your child. 


Friendship Skills

Positive relationships are vital for brain development and therefore learning. Good friends: will boost self-image and self-esteem; can support transition; provide motivation; will boost learning and reassure parents.

If children are struggling with friendships, some possible interventions include; resolution of difficulties/restorative practice; teaching of social skills; circle time; a friendship group or a circle of friends. We also offer lunchtime clubs and activities.

As part of her role, Mrs Hunt runs some of our school teams and clubs such as our Anti-Bullying Ambassadors and Playground Buddies. These are children who have been trained to support others on the playground.


Support with Regulating Emotions

Emotional literacy is the ability to recognise, handle and appropriately express your emotions.

It involves being able to name feelings, being able to identify those feelings in yourself; understanding why you might feel that way; knowing the most appropriate way to express your feelings and being able to carry this out; and understanding and taking into account the feelings of others and adjusting your response accordingly.

The two aspects of emotional intelligence we can support are:

 Personal competence-how we handle ourselves; self-awareness; self-regulation and motivation.

Social Competence- how we handle relationships, empathy and social skills.

Why is emotional literacy important in school?

Common positives include: better self-control; better concentration; improved problem solving skills; improved communication skills; a greater capacity to cope with anxiety and improved classroom climate.

Other benefits: positive emotions influence concentration; memory; problem solving and all learning skills.

Positive relationships help individuals break out of dysfunctional patterns and emotional literacy promotes creativity, innovation and leadership.

Anger Management.

We can work with children to overcome frequent loss of control; develop understanding of issues; present alternative ways of communicating needs/feelings; recognise the signs of getting angry and consider a range of calming strategies.


Raising Self-Esteem

Self-esteem is a combination of: a general sense of liking ourselves; being happy with the way we are and the way we live our lives; judgements about our competence in areas of importance to us.

Why is it important?

Self-esteem affects emotional health and well-being, which in turn affects the ability to: learn; build friendships; play; deal with difficulties; cope with change; be aware of others and empathise; problem solve and be resilient; and the ability to function well in life.

As a school we strive to support the development of self- esteem within our pupils and help them build resilience. Some children may need extra support to help them achieve this.


Useful Links

  • If you are worried about your child’s emotional well-being there is information, support and advice available on the YoungMinds website:
  • To find support and friendship for families (with at least one child under the age of 5) visit Home Start:
  • Relate family counselling is for families, parents and children, siblings, blended families and extended families. They help families to get along with each other and to deal with the more difficult times:
  • The Anti-Bullying Alliance has a lot of information and advice for pupils and an interactive anti-bullying tool for parents: www.


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