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Special educational needs and disabilities (SEND)

ABM – feedback and evaluation

What schools say

So far this year 100% of attendees (75 across 3 courses) gave the overall quality of the course the highest rating of very good.

“A blend of passion, knowledge and humour which led to exceptional effectiveness of course delivery from start to finish” (Primary school teacher, Bradley Barton School)
“Fabulous in all aspects – content, concept, application, practice, resources. This is easily the best and most useful course I have participated in”.(School mentor, Appledore Primary School)
“Two outstanding trainers with different styles of delivery, experience and insights. A course filled with impactful discussion and exploration without feelings of being overwhelmed”. (Head of teaching and learning, Haytor Primary School)
“One of the best training I’ve ever been on – such valuable information to enable me to make a difference in our school.”(Secondary school teacher, Great Torrington School)
“Very informative and engaging, the best training ever in 16 years as a teacher”. (Teacher in a specialist provision. South and West Devon Academy)
“A three day epiphany”. (Head of Inclusion. South Dartmoor Community College)

Evaluation and impact

Evaluation of the mentoring project to date indicates that mentoring is having a positive impact in several areas. Adults working with the children (both teachers and mentors) commented that the mentoring had an impact on the children’s ability to be open and trusting. They also commented on increased feelings of self-worth, confidence and happiness.

In addition to the role of the significant adult, coaching has enabled the children to experience ownership, a clear sense of agency and success in areas that are most meaningful to them. This has been significant in terms of giving the children a voice and increasing confidence and motivation. The children themselves appear to have greatly valued feeling listened to and having someone in school to talk to.

During the pilot study, Strengths and Difficulties Questionnaires were completed by the teachers of a sample of 10 children who were being mentored. Scores showed that after 12 weeks of mentoring 9/10 children showed an improvement with regard to the total difficulties score.

The findings so far indicate that Attachment Based Mentoring is supporting children to access learning and be included. Actively working on their relationship needs and sense of security as well as providing coaching to support them to move forward has had a positive effect on many areas of their development, their ability to engage with education and to experience success at school.

“Oliver had experienced trauma and being able to trust was a big milestone for him. Since the mentoring, he has made very good progress. He has turned a corner – he will now seek out adult help as he hasn’t done before”. (Mentor)

“Since the mentoring my attitude towards people has changed. I didn’t want to work before. I argued with the teachers and now I don’t. My teacher is really proud and says I’m doing amazingly well. My mum is impressed because I am better at home too. I think I feel happier than I did”. (Child being mentored)