Learning Mentors provide direct support to pupils who are experiencing barriers to learning which can stop them achieving to their potential. Where schools and colleges employ Learning Mentors, they usually offer this direct support to a pupil if their information on how the pupil is performing in school suggests that they are not doing as well as they might. When this is the case, they are "referred" to the school or college's Learning Mentor or Learning Mentor team. Learning Mentor support is therefore not restricted to pupils of particular ability levels. Pupils of all abilities are offered Learning Mentor support across the country. It is about raising the achievement levels of all.

The information used in making this decision can be drawn from a number of sources. These would include:

• Performance predictions compared to current performance
• Information provided by pastoral support staff
• Information provided by parents, carers and families
• Information provided by the pupil them self

It is the possibility of underperformance that is the key factor, and the Learning Mentor's role involves working with the pupil to identify what is getting in the way of learning, and then working on a plan to do something about it.

The Learning Mentor will first arrange to meet with the pupil to discuss the reasons why the offer of Learning Mentor support has been made, how they might work together and the ground rules of the working relationship. These ground rules tend to include:

• Appropriate levels of confidentiality (in the context of child protection laws and responsibilities)
• Consent - with both parties agreeing to be involved, and agreeing for actions and information sharing to take place, as needed
• Openness and honesty - things work much better when each person is straight with the other
• The expected time period of the support, although this can be reviewed

A lot of the work is carried out through one to one sessions, but group work activity, classroom observation and support, various breakfast and after school clubs and drop in sessions are also often provided, depending on arrangements in individual schools and colleges. Identifying the barriers to learning can be relatively straightforward and quick, or it can a long time. Each case is different, but the work is professional and planned to meet the needs of the individual.

The barriers to learning which have been identified are extremely wide and varied, and include personal organisation and study skills development, revision and examinations techniques, personal issues, bereavement, bullying, self confidence and self esteem, communication difficulties, difficulties relating to high levels of personal stress, depression and so on. Every case and every individual is unique.

Learning Mentors should inform parents or carers of the offer of support, and in many cases they will keep in good contact with them, with the agreement of the pupil. Schools and colleges have a wide range of information leaflets which they provide to parents and carers, and may first make contact through a letter.  There are some excellent of examples of Learning Mentors working in partnership with parents and carers to help the pupil address their barriers to learning.  Parents can ask to meet with Learning Mentors, contact them by telephone or arrange to meet them during parents' events at schools. They often provided a really helpful link between home and school. There are also some excellent examples of Learning Mentors ensuring that excluded pupils remain in contact with school, and keep up to date with their work.

Learning Mentors are drawn from a wide variety of backgrounds. What unites them is their interest and commitment in helping children and young people to do the best that they can at school by providing support which meets the needs of the individual. As with all jobs in education and the support of children and young people, Criminal Record Bureau checks are carried out before any of them start working with pupils. They all then have access to a national training programme followed by a range of in service training and access to nationally accredited qualifications in this area.

In short, they are a positive, professional and valued member of the school support team who use a pupil centred approach to helping individuals do the best that they can. If a school or college has Learning Mentor support information is likely to be included in the prospectus. Alternatively, pupils, parents and carers can contact the school to ask about this sort of support.