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How We Help Pupils

An Evidence Based Approach to Helping our Pupils 

The 1-2-1 Esteem Mentoring Programme offers a holistic approach to meet the needs of the young people we engage with. The 1-2-1 that we offer is considered by the Education Endowment Foundation (EEF) to be a success method to improve students progress and is detailed in their planning guide for schools (EEF Toolkit +5 months progress). To do this we bring together highly experienced staff with their expertise in inspiring and educating young people to create an optimal setting for positive outcomes and success.

To do this, we cater to the individual’s needs, using their interests and aspirations to design a bespoke programme which aims to meet the needs of the young person.

The Esteem Mentoring programme aims to:

  • Improve academic performance by tailoring the program to the young person and in line with their academic level.

  • Build self-esteem, confidence & foster positive relationships to contribute towards social and emotional learning (EEF Toolkit +4 Months progress).

  • Raise aspirations through developing social and ethical intelligence.

  • Provide a space for young people to improve metacognition and be reflective (EEF Toolkit +7 Months progress.

  • Engage young people within a positive nurturing learning environment where they can thrive.

  • Identify and develop the strengths of the young people we work with.

  • Prepare the learner for the next stage in their journey.


To achieve this, we use a strengths based approach to overcome barriers and develop personal goals to ensure they are inspired to work towards their desired future. At Esteem we work with children aged 7-16 and match them to a skilled and experienced mentor and role model, who works alongside the child to design a bespoke programme in line with their needs.

We offer our young people an environment where they can thrive. We take them away from a school or isolation setting and ensure their development is a fun and inspiring journey, with a curriculum tailored to them built upon their interests. We take great care in selecting the appropriate mentor for each young person, considering their unique interests, needs, and personality. By doing so, we ensure that every young person is paired with a mentor who can provide the optimal environment for their personal growth and development.

Esteem mentors blend emotional intelligence principles into each mentoring session as appropriate for their students' daily plan. As they do, it may be helpful to remind students of the benefits of emotional intelligence. In addition to better relationships and social skills, experts say emotional intelligence contributes to:

  • Healthier responses to life’s challenges

  • Feelings of confidence

  • Resilience

  • Better decision making 

  • Assertiveness

  • Ability to be happier more often

We want to work in partnership with schools to create happy, healthy, successful and independent learners equipped with skills to help them achieve.

Positive Role Models

At Esteem, we understand the need and importance for children and young people to have positive role models. Research indicates that children and young people who can identify a positive role model in their lives have higher self-esteem and perform better academically than those who can’t, particularly when the child knows their role model on a personal level.

It is paramount that all Esteem mentors are positive role models to the children and young people we engage with. Many of the children and young people referred to Esteem may be missing a positive role model in their lives, which can have a negative impact academically, socially and emotionally. 

Studies also show that children and young people are more likely to select role models who they perceive as similar to themselves. For instance, they are more likely to look up to someone of the same gender, race, and ethnicity. This is why we ensure that we match pupils with a mentor we believe they will be able to form positive relationships and engage well with. Having a role model such as this, who makes positive and healthy choices regarding their physical and mental well-being  leads to positive choices and behaviors in the youth who look up to them.


Common Scenarios


Challenging Behaviour

Mentoring Scenario


The Esteem 1-2-1 Mentoring Programme strives to support children and young people who cannot currently engage and learn within their mainstream setting. We support pupils who find it challenging to work within a classroom environment for the whole day, or those who struggle to retain information learned to them this way. Some pupils may also have negative associations with their teachers, school staff and peers which can also have a negative impact on their learning and behaviour.

Esteem Intervention 

On the Esteem 1-2-1 Mentoring Programme, we support young people as they engage within a programme which is bespoke and unique to them and their interests, whilst working at the pace and direction which meets their needs


School Refuser

Mentoring Scenario


Children and Young People may refuse to attend school for a number of reasons from being the victim of bullying, to medical and mental health conditions, anxiety or finding it a challenge to engage within a mainstream setting. This can occur for short to very long periods of time, creating significant gaps in their learning and development which can prevent them from reaching academic, social and emotional potential.

Esteem Intervention

The Esteem 1-2-1 Programme ensures that school refusers do not miss significant periods of learning that prevents them from achieving and progressing. Whether this be for short, medium or longer periods of time.


Additional Needs

Mentoring Scenario

There are situations when the conditions and difficulties presented by learners require differentiated provision outside of mainstream school. It becomes much more important in the commissioning of a provision for learners with additional needs to consider factors such as:

  • Group composition.

  • Duration and timing of sessions.

  • Specialist skill sets of staff.

  • The cognitive and physical requirements of activities.

  • The setting and location in which provision takes place.

Esteem Intervention

The Esteem 1-2-1 programme offers a personalised programme which is considered particularly effective for children and young people with additional needs. At Esteem we select a combination of elements which establish a bespoke offer for children and young people, ultimately offering them an environment they can engage in, but most importantly, be happier in.

Get in touch

Contact one of our learning support mentors to refer a student or get more information on the Esteem Mentoring Programme.

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