Learning and Skills Mentor

Examples of job roles this qualification is suitable for but not limited to are: 

• Academic Mentor
• Learning Mentor
• Occupational Mentor
• Technical Mentor
• Training Mentor
• Tutor
• Vocational Mentor

• Apprentices without Level 2 English and maths will need to achieve this level prior to taking the End-Point Assessment.
• For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3.
• British Sign Language qualification is an alternative to English qualification for whom this is their primary language.

The qualification takes around 15 months (incl. 3 months EPA period) to complete. The apprentice must spend at least 12 months on-programme and complete the required amount of off-the-job training in line with the apprenticeship funding rules.

The aim of this qualification is to support the apprentice’s understanding of the 3 key areas covering Knowledge, Skills and Behaviours by focussing on the following occupational duties of the Learning and Skills Mentor: 

• Duty 1 – Plan, conduct and record mentoring activities to support the progression of the mentee working within legal and ethical frameworks, including confidentiality and safeguarding.
• Duty 2 – Use strategies to establish and maintain expectations and boundaries of mentoring contract, including recognising starting points of the mentee, agreed development needs, potential barriers to development and where relevant, other stakeholders’ needs.
• Duty 3 – Select and use mentoring models, tools and techniques to support the mentee to make desired changes, demonstrating responsiveness to the individual mentee’s needs.
• Duty 4 – Demonstrate awareness of own values, beliefs and behaviours and their effect on the mentor/mentee relationship.
• Duty 5 – Provide support to the mentee by providing information, advice and guidance, working within own professional boundaries and recognising requirements for referral to other professional services where required.
• Duty 6 – Establish rigorous evaluation processes with mentee to support reflection on the effectiveness of mentoring relationship.
• Duty 7 – Evaluate and reflect on the effectiveness of own practice for the purpose of self-development.
• Duty 8 – Make sustainably informed decisions in approaches used to plan, conduct, record and evaluate mentoring practice.
• Duty 9 – Maintain records of mentoring practice and recording of continual professional development activities.

Apprentices will be allocated a qualified tutor to support the full completion of the apprenticeship and prepare them for the end-point assessment (sometimes 2 tutors will be required at different times for teaching different elements). The tutor will undertake engaging and interactive teaching, learning and support sessions with the apprentice on a regular basis (at least every 4-5 weeks), either remotely via Microsoft Teams or in the workplace if appropriate, to conduct teaching, learning and assessments. These will be planned with the apprentice and employer.

The tutor will manage a portfolio of evidence using an online electronic system called OneFile and give regular updates about progress. Apprentices can contact their tutor in between visits to discuss any aspect of their qualification and will be able to access their online portfolio 24/7.

• Level 4 Learning and Skills Mentor Apprenticeship Standard
• Level 2 Functional Skills in English (if not exempt)
• Level 2 Functional Skills in maths (if not exempt)

On-programme assessment of knowledge, skills and behaviours will lead to the final synoptic end-point assessment.

Before the apprentice is adjudged ready to undertake the end-point assessment by their employer and training provider, they will need to:

• Receive confirmation from the employer that the apprentice is working consistently at or above the level set out in the apprenticeship standard and ready to undertake the EPA
• Confirm that they are ready to take the EPA
• Achieve Level 2 in English and maths Functional Skills (if not exempt)
• Submit a portfolio of evidence for the professional discussion underpinned by a portfolio of evidence

The purpose of the end-point assessment is to test (in a synoptic way) the skills, knowledge and behaviours of the apprentice as set out in the apprenticeship standard.

The end-point assessment provides apprentices with a showcase opportunity to provide oral and documentary evidence of their knowledge, skills and behaviours developed throughout the apprenticeship. Enables the independent assessor to assess the skills and behaviours of the apprentice by observing the apprentice in the course of their normal work. Tests the knowledge acquired by the apprentice throughout the apprenticeship.

An end-point assessment will be conducted by an approved independent End-Point Assessment Organisation (EPAO) listed on the Apprenticeship Provider and Assessment Register (APAR).

The end-point assessment will comprise two assessments. All assessments must be individually passed for the apprentice to be deemed competent

• Observation with questioning:

The observation with questioning is a 2-hour assessment that gives the apprentice an opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade. It takes place in the apprentice’s normal place of work (for example their employer’s premises or a customer’s premises). For remote mentoring where the apprentice meets their mentee online, the independent assessor may observe and complete the questioning remotely. The independent assessor observes one live 30-minute mentoring session and views two 30-minute recordings of mentoring sessions (completed post gateway). Recorded and observed mentoring sessions may be 1:1 mentoring or group mentoring, reflecting the apprentice’s typical practice.

The independent assessor will ask at least 5 questions after the observation. Follow-up questions are allowed where required. The purpose of the questions is to assess the KSBs mapped to this assessment method, to clarify aspects of mentoring practice observed, and to allow the apprentice to demonstrate a higher level of skill and understanding.

Grading for Observation with questioning: Pass/Distinction

• Professional Discussion underpinned by a portfolio of evidence:

A professional discussion is a 1-hour formal two-way conversation between an independent assessor and an apprentice. It gives the apprentice an opportunity to demonstrate their depth of understanding across the KSBs and engages the apprentice in detailed and technical discussions. The professional discussion will take place at the EPAO’s or employer’s premises or by video conferencing.

 The independent assessor will ask at least 8 questions. Follow-up questions are allowed where clarification is required. The purpose of the independent assessor’s questions will be to assess the following four themes:

• professional practice
• communication
• assessment
• monitoring

Grading for Professional Discussion: Pass/Distinction

Overall apprenticeship standard grade: Pass/Merit/Distinction

Completion of the Level 4 Learning and Skills Mentor Apprenticeship may provide opportunities to progress further within the vocation specialism and/or into roles involving the assessment and coaching of vocational learners. You may be eligible to progress to a full teaching role within an education and training provider organisation. You can also progress onto Level 5 Learning and Skills Teacher Apprenticeship standard.