Mentoring prioritises long-term support, consistency of mentor and the relationship between mentor and mentee. Alongside this, our guide is designed to develop the student personally as well as academically.

We always encourage students to start at the beginning of Year 11. This prevents last minute stress or pressure and ensures the student feels relaxed and comfortable with all elements the exams.

Almost always we recommend a hybrid approach. Ideally, the first session is in person to establish a good rapport and thenceforth online to make scheduling easier.

The social skills learned in mentoring sessions enable the child to develop better relations with peers, family, and teachers, leading to a cumulative positive effect on the child’s wellbeing and growth of their social capital. Mentoring also develops students’ sense of ownership, because sessions are less prescriptive, enabling the child to have a greater sense of autonomy. This leads to greater motivation and engagement.

Constructive feedback is given after each session and reports are shared at the end of each month.

We don’t expect you to want or need to change your mentor. Families are permitted one change if things aren’t work effectively.

Yes – all our mentors have an Enhanced DBS and experience our own safeguarding training. Many have undergone EduCare’s Level 2 qualification.

Each tutor is trained and equipped with the Mentoring Handbook, our very own anthology of exercises and tests that provides structure to the sessions.