WWCB Aspirational Mentoring

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WWCB Aspirational Mentoring
Presenter Mohammed Rafique mohammed.rafique_at_educat
ionleeds.co.ukwww.leedsmentoring.co.uk Tel 0113
2144490
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History of Mentoring in Leeds

• Established 1992 - SRB1/SRB3
• An integral part of the Leeds Aimhigher (39
  high schools 6 colleges)
• Largest provider of Mentoring in the country in
  education (schools FE sector)
• Community Mentoring Initiative New Deal
• BME staff development LCC
• One of the first organisations in the country to
  become accredited in mentoring

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Models of Mentoring 2008/9

• Business volunteer mentors (363)
• University - Student Tutor mentors. (40)
• Peer Mentoring (1245)
• White Working Class boys (141)
• Subject Specific Law, Finance Health (209)
• Black Minority Ethnic (228)
• Other adults Internal (1275)
• Junior Windsor Fellowship (180)
• Children in Public Care (104)

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Why WWCB Partnerships?

• Educational underachievement
• Post 16 retention
• Participation in HE NOT traditional
• Lack of encouragement, low self esteem, no vision
• Raising aspirations and motivation
• Building capacity develop improvement in
  attitudes school ethos
• Lack of role models support ..

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What is the nature?

• Baseline Assessment
• Target specific groups 14 16 year olds
• Majid Khan (BME University post-graduate)
  positive role model (14 .1 gain in achieving lt
  5 GCSEs at Grades A - C)
• Both academic and generic Support
• 1 1 Face to Face quality time

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Target Cohort

• Target specific groups Y9, Y10 or Y11 year olds
  boys
• 10 of the most deprived (SOAs) of Leeds (IMD
  data)
• Probability of 5A-C FFT Data to identify cohort
  with 30 and above potential of achieving 5A-C
  at key stage 4.
• Potential to progress to HE
• Minimum of 10 students per cohort

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Achievements so far!

• 2007/8 85 partnerships
• 2008/9 141 Partnerships
• Project partners 14 schools
• Post/Undergraduate BME mentors
• Excellent feedback from mentees, mentors and
  schools.

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Aiming to Achieve?

• Short term positive attitudes, aspiration or
  awareness change, motivation, time management
• Medium term Performance, attainment, grades
  (predicted v actual) Post 16, progression
• Long term Progression to HE, application rates,
  average points

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Aiming to achieve?

• 83 of Black Ethnic Minority students met or
  overachieved their Fischer Family Trust (FFT)
  GCSE points target
• 14.1 gain in achieving lt 5 grade A - C GCSEs
• 82.5 got better than predicted GCSE A - C
  grades
• Fischer Family Trust value added for BME students
  was 105.7 (Leeds LEA 98)

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Value Added Data
All Leeds students
Staff Internal / JWF
Peer / Business / BME / Subject specific
Staff
Staff
Staff
Staff
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Potential Barriers addressed?

• Live in disadvantaged areas Inner city, Council
  estates and rural
• stereotyping and peer pressure
• Behaviour
• Attendance and punctuality
• Learning styles
• Attitude to school
• Handling relationships

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Activities

• Help with coursework/homework
• GCSE revision
• 1-1 face to face - quality time
• SMART Target setting
• Learner led activities
• Positive role model
• IAG
• Informal careers guidance
• Confidence building
• Raising aspirations and motivation

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Feedback from meentees

• It helped me to prepare for my exams and I have
  learned how to do my coursework and try harder in
  classes
• 'The mentoring is helpful because I am not
  getting as many negatives as before'
• I am now trying to spend more time on education
  as well as sports
• useful because it is one to one and easier for
  me to listen and concentrate