Academic mentoring is structured, regular support in which a trained adult — not the class teacher — works one-to-one or in small groups with pupils who are falling behind or need targeted help. In UK secondary schools it is most commonly used for disadvantaged pupils, typically funded through the Pupil Premium.
What is the difference between academic mentoring and tutoring?
The two terms are often used interchangeably by schools, but there is a useful distinction:
| Aspect | Academic mentoring | Private tutoring |
|---|---|---|
| Who provides it | An embedded member of school staff or programme graduate | An external provider or self-employed tutor |
| Frequency | Usually regular — daily or several times per week | Typically once a week |
| Focus | Study skills, motivation, and curriculum catch-up combined | Usually subject-specific exam preparation |
| Cost to parent | Free at the point of use (school-funded) | Paid by the family |
| Relationship | Long-term, pastoral and academic | Often short-term and transactional |
In practice, a school's "academic mentor" might focus primarily on Maths and English skills for a Year 10 pupil who is behind, whilst also building the pupil's confidence and helping them manage their workload — a broader remit than a typical weekly tuition session.
What was the National Tutoring Programme?
The National Tutoring Programme (NTP) was launched by the Department for Education in autumn 2020 in response to learning disruption caused by the COVID-19 pandemic. Its goal was to help disadvantaged pupils catch up. It operated through three main strands:
- Tuition Partners — accredited external tutoring organisations who delivered subsidised tuition sessions in schools
- School-Led Tutoring — schools received a grant to pay for their own tutoring arrangements, including using their own staff
- Academic Mentors — trained graduates were placed in schools full-time for an academic year to provide intensive support
The Academic Mentor strand was particularly distinctive: it placed recent graduates (often those exploring a career in teaching) in schools for a sustained period, working exclusively on academic support and mentoring for identified pupils, primarily those eligible for Pupil Premium. The NTP's Academic Mentor strand operated primarily in 2020–21 and 2021–22 before the programme evolved and this strand was phased out.
How does academic mentoring work in practice today?
Post-NTP, schools continue to run academic mentoring using a variety of funding sources, including the Pupil Premium and the Recovery Premium. The structure varies by school, but common models include:
- Literacy and numeracy mentors — staff employed specifically to work with pupils who are behind age-related expectations in reading or maths, often in Years 7 and 8
- Sixth-form peer mentors — Year 12 or 13 pupils trained to support GCSE students with revision and study skills
- Pastoral mentors with an academic remit — support staff who track a case-load of at-risk pupils and check in regularly on both wellbeing and academic progress
- Subject-specific intervention mentors — usually in Maths and English in Years 10 and 11, running sessions alongside normal lessons or as after-school provision
Sessions might last 30–45 minutes and happen two to five times per week. Effective mentoring programmes establish clear targets, review progress regularly, and communicate with subject teachers.
Who is typically selected for academic mentoring?
Schools use different criteria, but common triggers include:
- Pupil Premium eligibility
- Persistently below-average attainment in core subjects
- Significant absence or disrupted learning
- A recent arrival in the country with English as an additional language
- A period of personal difficulty (bereavement, family breakdown, school anxiety)
- Transition points — Year 7 pupils settling in from primary, or Year 10 pupils beginning their GCSE courses
Selection is not a negative label. Being identified for academic mentoring means the school has noticed an opportunity to close a gap before it becomes entrenched. Parents should see it as the school investing extra resource in their child.
What can parents expect if their child is offered academic mentoring?
Schools should inform parents before placing a pupil in a mentoring programme and explain the purpose and frequency of sessions. Parents are entitled to:
- Know who the mentor is and what their background is
- Understand what targets are being set for their child
- Receive updates on progress — ideally each term
- Raise concerns if sessions are inconsistent or if the child is missing regular lessons to attend
If your child is coming out of a lesson they enjoy or that is assessed for GCSE to attend mentoring, it is reasonable to ask whether the timetabling can be adjusted. Schools generally try to avoid withdrawing pupils from subjects in which they are already performing well.
What makes academic mentoring effective?
Research evidence — including from the Education Endowment Foundation — suggests that small-group and one-to-one interventions produce stronger learning gains when:
- Sessions are frequent and sustained (at least six to eight weeks of regular sessions)
- Mentors have subject knowledge and receive proper training
- Work in sessions is directly linked to what pupils are doing in class
- Progress is measured and targets adjusted regularly
- The relationship between the mentor and pupil is positive and consistent
The least effective programmes are those where sessions are ad hoc, where the mentor changes frequently, or where the intervention is bolted on without coordination with classroom teachers.
Frequently asked questions
Is academic mentoring the same as SEN support?
No. Academic mentoring is distinct from SEND support, though a pupil with a SEND need may also benefit from mentoring. SEND support is driven by an identified special educational need and governed by a graduated approach or EHCP. Academic mentoring is generally targeted at pupils who are behind academically but who may not have a formal SEND identification. A pupil can receive both simultaneously.
Can I request academic mentoring for my child?
Yes, you can raise this with the school, particularly if your child is eligible for Pupil Premium. Schools are not obliged to provide mentoring on request, but many schools have processes for parental referrals, and a direct conversation with the SENCO or head of year is the right first step.
How long does a typical mentoring programme last?
This varies significantly. Some schools run short, targeted interventions of six to ten weeks; others maintain longer-term mentoring relationships for pupils who need sustained support over a year or more. Ask the school whether the intervention has a defined end-point and how progress will be reviewed.
Does academic mentoring work for high-achieving pupils too?
Academic mentoring in UK schools is primarily targeted at pupils who are below expectation or at risk of underachieving. For high-achieving pupils, the equivalent provision is usually extension activities, enrichment programmes, or subject-specific competitions. However, some schools offer mentoring to high-attaining pupils who struggle with organisation, study skills, or exam anxiety — the pastoral component of mentoring is relevant across the attainment range.
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