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Equal opportunities and diversity
Successes
The progression mentor at CG6 was only in post for eight months when the benefits of her role had already become apparent. Recruitment to CG6 in September 2004 was significantly stronger than at the same point last year. Some students pointed to her influence as an important factor in helping them to select CG6 provision. Other students, already in the sixth form, reported the positive benefits of access to a progression mentor. Jane ( not her real name ), a student following AVCE courses in health and social care and leisure and tourism, commented, I think I am a shy person but I know I need to overcome my shyness if I want to reach my goal of working with young children and their parents. It has been easier to work on this with my mentor. For a star t the teachers are ver y busy and do not have the time to work with me on this. Secondly, because she is not a teacher, I know she will not criticise me for falling behind. She gives me the confidence to go to teachers and sor t out the problems in an adult way. The progression mentor acknowledges that her work so far is only a start : I think there are a lot more practical things I can do to help students, like Jane, reach their goals. The great thing about my role is that I am able to take time with young people to get to the bottom of any real or imagined barriers to continuing learning. It helps the teaching staff by enabling them to concentrate on their all impor tant job of managing learning in classrooms. I believe that I have an impor tant role, both in helping to raise achievement and improve progression into post-16 learning. Other benefits to students were that they : ■
were better informed of the opportunities available to them
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had access at all times to advice and support in all of the areas which are liable to give them concerns
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were supported especially through the key decision and transition times
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were encouraged to make the best of the opportunities open to them.
The benefits to teachers were that they : ■
were freed from time-consuming organisational activities and can spend more time with students supporting their learning
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are not required to spend a disproportionate amount of their time on nonacademic matters such as dealing with welfare officers and Connexions. ( Source : Gateshead 14–19 Pathfinder )