gp_hodgehill1

Hodge Hill School

Case Study 1:

Female Year 11 Age 15

Ethnicity White British

Mentor: Karen Foulkes

INITIAL REFERRAL

The referral was made by Miss Turner (HoY 11) to the Learning Manager, Mr M
Cullwick.

I agreed to mentor the mentee on the 6.11.00. The basis of the referral was the mentee
is disruptive in lessons and around school, has poor relationship with some staff and
peers; is non-compliant to school rules and has low achievement levels in some areas.
The mentee would be seen one hour per week.

FIRST INTERVIEW

Introductions were made and a full explanation of my role and the mentoring programme
was given. During the interview the mentee was asked to sign the mentoring contract
and asked to read guidelines to mentees. The mentee was also issued with a pupil self
assessment form to complete and bring to her next session.

During the first meeting the mentee was given the opportunity to discuss her perception
of the problems she encountered within school. This helped the mentor to gain the
mentee's trust and showed a mutual respect. The mentee expressed that the main
difficulties were in relationships with some teachers and her inability to ignore peer
pressure. The mentee found controlling herself in lessons she found uninteresting even
more difficult (Science and Maths). We went to discuss career options and the mentee
was very clear she wanted a career in childcare. The mentee showed an interest in
researching this career and this helped form part of the basis of the relationship.

Future goals were discussed and the possibility of setting targets to achieve these. By the
end of the first meeting several objectives had been achieved. The mentee had
understood what the mentoring programme is, how she would be involved in setting
goals and targets for herself and a rapport had been established between us.

CLASSROOM OBSERVATION

The first observation took place in a Science lesson and the mentee was observed on
four seperate occasions. Other areas of observation were Technology, Maths and
English. The purpose of my observation was to look at the strengths and weaknesses of
the mentee; also her attitude to teaching staff and peers. Were there certain triggers
which led the mentee to behave disruptively? Also, what were the barriers to her
learning?

The observations were recorded on the mentoring observation forms and comments
were made by myself to discuss with the mentee/teacher at further sessions.

OUTCOME OF OBSERVATIONS

The mentee showed disruptive behaviour in particular in Science and Maths.

The behaviour was triggered by the mentee's inability to handle appropriately the
teacher's request to comply. Also the mentee held certain peers in low regard, which led
to violent outburst if she was challenged by any of them The mentee displated an inability
to remain in her seat and lack of concentration. Often the mentee would leave the
classroom without prior permission. The amount of work varied depending on her
interest in the topic. The mentee was greatly influenced by others within her group.

BASELINE ASSESSMENT

The Baseline Assessment is obtained through the teacher assessment forms. The
assessment form is sent to all of the mentee's subject areas. The form addresses the
following criteria:-

Attitude to teacher

Ability to remain on task

Homework in on time

Relationship with peers

Avoiding distractions

Refraining from disruptive behaviour

Any other concerns

No other information was supplied by teachers, Head of Year on the Baseline
Assessment Form. The assessment criteria includes poor, needs improvement, good,
excellent. The form gives a general overview from the teacher and is helpful in
pinpointing concerns of conduct, achievement etc. The assessment forms are sent out in
the first few weeks of the mentee participating on the mentoring programme.

During the subsequent weeks the mentee was required to ask teachers to complete
specific lesson assessment forms, from this progress can be identified and particular
patterns of behaviour or concerns can also be addressed with the mentee.

EVALUATION OF ASSESSMENT FORMS

The forms related to lessons/subjects which the mentee's behaviour and attitude were
acceptable relating to subject areas where interest and motivation were high. Areas
identified were as follows:-

Child DevelopmentGeography

Social EducationIT

EnglishPhysical Education

Areas where disruptive behaviour and lack of achievement occured on a regular basis
included:-

ScienceModern Languages

TechnologyMaths

Targets are set with the mentee which relate to the areas of underachievement through
lack of motivation, disruptive behaviour and attitude. When the mentor and mentee feel
that there has been progress in these areas further assessment forms are sent to subject
areas.

FEEDBACK TO STAFF

Teaching staff, the Head of Year, Tutor, Pastoral Manager and Learning Manager are
kept informed of ongoing strategies and targets through regular contact verbally. A
progress review in written form has been sent out twice during the last six month period.

The Learning Manager is consulted regularly of any major concerns relating to the
mentee and advice from him and the Head of Year is sought where appropriate from the
mentor (confidentiality code).

PARENTAL INVOLVEMENT

It is a requirement that the mentee's family is kept informed of progress. Support from
the mentee's family is a valuable tool in gaining further support for the work being carried
out with the mentee. Contact was made in December 2000 with the mentee's
grandmother in the first instance. From the mentor's file and Pastoral Manager I
gathered information relating to the mentee's background.

Mentee lives with both parents

Both parents are auditory impaired

Both parents are employed

Mentee is one of two children (youngest)

Mentee's sibling attended Hodge Hill School and had a record of disruptive
behaviour

Telephone calls have been held with the mentee's father to discuss targets set and the
mentee's attitude towards herself and her education. I met with the mentee's father on
the 15.1.2001 where I discussed the mentoring programme and also achieved the
support of her parents. The mentee was pleased that I had established a rapport with her
father. Updates of progress and concerns have been sent by letter also.

OVERVIEW

In December of 2000 the mentee was selected by the Pastoral Manager and the
Learning Manager to attend the AFIWI Re-directional Unit. The purpose of the unit is
to give the young person an insight into careers and further education. It is also used as a
direct approach in challenging the mentee's perceptions of themselves and looking at how
others perceive them. At the end of two weeks I attended the centre to discuss the
mentee's progress with the centre manager and the mentor who was assigned. I was
able to give input into the targets set by the unit and work alongside any
recommendations that had been put forward.

After a period of time working with the mentee it became apparent through monitoring
and discussion with the mentee that motivational levels and good behaviour had
noticeably increased in most lessons. However in January 2001 the mentee was
excluded for continued disruptive behaviour in Science. The mentee had severe
difficulties relating to negative peer pressure and coping with the teacher's expectations of
her.

The mentees goals and targets became unachievable and all motivation was lost. After
careful consideration and continual strategies being tried by the mentee and myself I
suggested at the exclusion meeting that the mentee be dissaplied from the subject. This I
felt could happen as she did not need this subject for her chosen career in childcare.

After discussion with the mentee's father, the mentee, the Deputy Head and a
representative of the Governing Body it was decided that this would be the best course
of action. I further proposed that the mentee spend this time working on coursework
which was behind, such as childcare studies. The outcome of this was the mentee was
more focussed and was successful in producing outstanding childcare studies
coursework, leading to an achievement award from the Headteacher.

Other coursework outstanding was also able to be completed during this time. From this
the mentee experienced raised self esteem through a sense of achievement. We
continued to work on evaluating triggers and responses for other lessons such as Maths.
At this point the mentee had experienced some success and felt she could trust me to
help her through suggesting alternative solutions to formulate a more positive outcome for
the Maths lesson. The mentee needed to aquire coping skills and learn strategies she
could use when situations or people became too intense for her to deal with.

Targets were set which encouraged the mentee to take control of her environment and
her own learning.

Together we approached the Maths teacher to request the mentee be allowed to
continue with the group. During the meeting certain barriers were broken down and both
parties had a chance to listen to each other. The outcome was very positive with the
teacher offering further support for targets set and the mentee was able to offer a
commitment that her behaviour and attitude would improve. Further support was given
by myself attending some lessons. As situations and challenges arose I could offer
guidance and support. Some very positive changes in attitude and behaviour have
occured since this lesson with the teacher expressing how pleased he is by the mentee
gaining 'excellent' on the teacher assessment forms.

In other areas to date (March 2001) teacher assessment shows improved effort, staying
on task and refraining from disruptive behaviour. In addition to this, teaching staff have
commented to me with regard to the mentee's social skills around school and the way
they have improved.

The mentee has also written a case study on herself and in this she comments about being
supported, her improved commitment to school and learning. Other remarks made refer
to coursework being well produced now, a feeling of becoming grown up with a positive
outlook (April 2001).

The result of the mentee's continued effort and increased cooperation has given her the
confidence to apply for a BTEC Diploma in Childcare Studies. The mentee has secured
a place and will hope to achieve 3 A-C grades in her GCSE examinations. To help
continue levels of motivation I arranged a visit for the mentee and myself to East
Birmingham College Nursery. At the nursery the mentee was able to access information
relevent to working within this kind of environment; also, the experience of interacting
with adults in a constructive way. The mentee found the visit useful and informative and
suceeded in writing a small evaluation of her visit to include what she had learnt.

Recent contact with the mentee's parents confirms higher motivational levels at home as
the mentee is more inclined to study now. They are pleased with the mentoring
programme and are, as I am, expecting continued sucess in all nine of the GCSE subjects
the mentee has been entered for.

The targets the mentee has worked on and achieved are as follows:

Staying in her seat in all lessons

To not leave the classroom without permission

Arrive at Maths lesson 2 minutes early to aquire a seat on her own

Approach English teacher to discuss needs aquiring essential materials for GCSE
study in a calm way (non confrontational)

To telephone several colleges to enquire about Childcare Study Courses and
qualifications needed

To complete all outstanding coursework

To be entered for all examination subjects

To interact and access information on an out of school visit

EXIT STRATEGIES

The mentee will leave Hodge Hill School this term (Summer 2001). The mentoring
process will cease when examinations begin in May 2001.

Up until this time the mentee may approach me with any concerns etc. The mentoring
appointments have been cut down to half-hour sessions instead of one-hour sessions
over the last few weeks.

During these sessions we have looked at the mentee's successes, long term goals and
discussed any apprehensions regarding these. The mentee has written a case study of
herself, looked at interview techniques and revision techniques. The mentee has drawn
up a study plan for her revision. At present the mentee is confident about herself and her
exams.

Karen Foulkes

4.4.2001

(Mentor - Hodge Hill School)