How We Help Schools
Working alongside schools to develop personalised learning programmes
By working 1-2-1 with our experienced and skilled mentors, this allows young people to develop positive rapport, and a secure base from which lays the foundations for social and emotional well-being and the capacity to learn and develop (EEF 2021). A benefit of working away from the traditional setting of a classroom is that behaviour can be improved as mentors learn about the individual, they can model positive behaviour, and they can provide a consistent approach to affect the progress of young people. All of which are considered key by the Education Endowment Foundation (EEF 2019).
A positive effect of this is that not only does the individual benefit, but those who remain in school benefit as teachers can focus on young people in lessons. Adolescents displaying poor learning habits can often have negative impacts on those around them (Chein et al 2011) which can lead to a change in culture in classrooms and schools overall (Bennett 2017). This can increase stress and burnout on staff (Aloe et al 2014) and has been known to be a deterrent from teaching as a professional itself (DfE 2010). Thus by working 1-2-1 with our mentors the individual benefits through targeted support (EEF Toolkit +5 months progress), and the school benefits through improved culture which can lead to an improvement in Progress 8 data and directly links to Gatsby Benchmarks.
Having looked closely at research and best practice we feel that our mentoring has numerous benefits that can;
Improve metacognition and self regulation (EEF Toolkit +7 Months progress)
Foster positive parental engagement (EEF Toolkit +4 Months progress)
Improve social and emotional learning EEF Toolkit (EEF Toolkit +4 Months progress)
Provide bespoke feedback to each young person to facilitate change (EEF Toolkit + Months progress)
Provide individualised instruction to benefit young learners (EEF Toolkit +5 Months progress)
Be utilised as an oral language intervention to develop speaking and listening skills (EEF Toolkit + Months progress)
Working Alongside Schools to Meet Pupils Needs
We want to help schools to create happy, healthy, successful and independent learners equipped with skills to help them achieve. We promise to provide inclusive universal provision for children and young people across all key stages to support curriculum delivery and re-engage them with learning.
When working with young people we strive to foster a sense of belonging which is associated with;
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Life satisfaction and happiness.
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Motivation, persistence, self-belief and engagement.
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Reduction in absenteeism and improved school attendance.
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Fewer incidents of bullying or aggression.
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Higher levels of self-efficacy and lower rates of substance misuse.
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Better friendships and improved relationships with teachers, thus being more able to seek help.
Social, Emotional and Cognitive Development
By working 1-2-1 with our experienced and skilled mentors this allows children and young people to develop positive rapport, and a secure base from which lays the foundations for social and emotional well-being and the capacity to learn and develop. This is particular in childhood which impacts on a child/young person’s social, emotional and/or cognitive development.
Children and young people who experience lots of positive attachments, safety and support during adverse life experiences or following trauma are more able to:
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Regulate their emotions
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Respond more calmly to difficult situations, stress and anxiety
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Seek help from adults at appropriate times
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Attend, concentrate and focus in lessons
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Build and maintain positive friendships and relationships
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Engage with learning across the curriculum
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Problem solve and have flexible thinking
Providing the Building Blocks for Learners to Grow
At Esteem we work on a bespoke 1-2-1 manner which provides the scaffolding for learners to grow, develop and succeed. Developing a strong bond and attachment allows a child to flourish and thrive. Throughout life, we will need varying levels of support and in school is no exception.
The key to our approach is to:
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Focusing on children to flourish emotionally and develop as an individual based on their individual needs
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Emphasis on early intervention
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Acknowledging and responding to behaviour as communication
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Relationships are placed first and foremost
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Activities that are soothing, calming, reassuring and where the world is made to feel predictable, safe and warm.
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Where children feel taken care of, valued and worthy of love.
