ABSTRACT
Learning Mentors are making a tremendous impact on schools and on the youngsters with whom they come into contact. The NFER evaluation confirms that Learning Mentors have been well received by pupils and teachers and that nearly three-quarters of teachers felt that all pupils should have access to a trained mentor. The evaluation further states, however, that some initial concern has been voiced about the selection, pay, training and role of Learning Mentors, and how they relate to teachers and teaching. This certainly became apparent during meetings and discussions with some of the mentors while writing this book. It is from here therefore that we begin to consider the current picture, the way forward and the whole issue surrounding continuing professional development.
