ESDEG Mentoring Project:
Feedback from local schools describes the impact of our successful mentoring project:
Inclusion Manager of Durdan’s Park Primary: “We have now worked with ESDEG for over 2 years. During this time many of our students have benefitted from their skilful intervention… Teachers have commented that they have seen the difference the sessions have had on individual children. Older children especially are seen to have greater resilience when coping with the pressure of statutory assessments”.
Deputy Head of Viking Primary: “Children have been encouraged through discussions, given ideas, thought about real –life situations, been given skills to help with their learning and advice about how to handle certain situations…. Children’s performance and attainment has improved in class. Children are much more confident … Children are given strategies about their behaviour and how to make good choices for good behaviour… Childrenlearnt to stay away from a life of crime. Viking Primary is very happy with the work and the impact has been very positive”.
Deputy Head of Featherstone Primary: “The pupils have really enjoyed the sessions and have formed good relationships with the mentor”.
- Improving attainment
- Improving behaviour
- Improving self-confidence and self-esteem
- Raising aspirations
In light of rising knife crime and gang violence in London, we have added the following outcomes which are based on research findings that revealed a link between exclusions and crime:
- Reducing the likelihood of exclusions
- Reducing the likelihood of crime
DESCRIPTION of the project:
Our experienced mentors provide structured mentoring sessions to deprivedyoung people mostlyfrom hard to reachBMER backgrounds. Our mentors offer guidance, support and encouragement aimed at developing the competence and character mentees.
Mentoring helpsdeprived young people from BMER backgrounds improve their educational attainment, school attendance, behaviour and future chances in life in the following ways
- In partnership with 3 schools in Ealing, we identify and support children from deprived BMER backgrounds who are struggling with attendance, poor attainment,poor behaviour, lack self-confidence and self-esteem. Our mentors provide one-to-one weekly mentoring sessions where they offerguidance and support to young people in overcoming the difficulties they are facing in the classroom and wider school environment. Our mentors work with 10 – 15 children each week and up to 60 children over the course of 40 term-time weeks that the project operates.
- Our mentors work closely with school staff to protect and safeguard young people. Because of the strong bond and trust between young people and our mentors, young people often disclose concerns and problems that parents/carers and school staff are not aware of. Our mentors also detect and promptly report any safeguarding concerns and help young people overcome these issues, which include abuse, bullying, radicalisation, hunger etc.
- Young people who receive mentoring will gain self-esteem and self-confidence.Our mentors help young people overcome the difficulties they are facing and find practical solutions to problems in their lives.
- Young people from refugee backgrounds can be vulnerable to alienation from the education system when they start secondary school. Our mentors help young people transition to high school and prevent future problems.
- ESDEG has strong ties with refugee families, local schools and the community. We work on raising academic attainment, social mobility, community cohesion and integrating diverse communities into education and life in the UK.
The project is designed to provide individual mentoring, complementing our supplementary tuition services. Our mentors inspire young people and help raise their self-esteem, motivating them to study and succeed in life by looking up to successful role models.