A new accreditation for outstanding mentors

Now, the Chartered College of Teaching will accredit our Training Programme mentor curriculum, recognising its quality and impact on mentor and trainee development.

Mentors going the extra mile

Mentors of Year 1 trainees on our Training Programme will be recognised for going above and beyond in their mentoring practice.

The criteria are defined using the National Standards for school-based ITT mentors, enhanced by professional principles adapted from the Chartered College of Teaching.

These principles include effective mentoring skills such as drawing on evidence-based approaches, deploying critical questioning and remaining attuned to trainee wellbeing.

By completing the training pathway and meeting the standards, mentors will not only receive a certificate and formal recognition but will also earn credits towards achieving Chartered Mentor Status, reinforcing their professional development and commitment to excellence in mentoring.

Mentoring matters

Great mentoring makes a difference, both to trainee teachers and the pupils that they serve.

Following their 2023 publication of research on mentoring and coaching trainee and early career teachers, the National Institute of Teaching noted:

"Effective mentoring promotes a productive, supportive, and open relationship between mentee and mentor, establishes mentee goals, and especially facilitates mentee learning through modelling, reflection, professional development, peer collaboration and networking."

The study found that settings that invest in mentoring, by providing adequate resources and valuing the contributions of mentors, tend to achieve more effective and impactful mentoring outcomes. And that’s why recognising the impact of mentoring is so important.

I have a brilliant Teach First Development Lead who can answer all my questions.

– Teach First mentor

Recognising excellent practice

We know that there’s great enthusiasm within the sector for recognising the importance of the mentor role and the commitment required.

A recent report on mentor support highlighted that mentors want consistent and genuine recognition and to feel valued. Recognition of mentoring is one of six support strategies suggested, with a high consensus from mentors interviewed for receiving qualification, accreditation or certificates.

We’re proud to be leading the way in championing meaningful recognition for mentors across the sector.

Teach First: Supporting mentors to succeed

We also recognise that mentoring is a complex role and understand that mentors face a range of challenges — most commonly, a lack of time to fulfil the role effectively.

We welcomed the flexibility introduced by the Department for Education’s removal of the 20-hour minimum training requirement last autumn. In response, we introduced a diagnostic tool: the ‘mentor knowledge check’.

This tool highlights areas of the mentor offer that should be prioritised, helping our mentors focus on the training that will have the greatest impact on their own practice and, crucially, their trainees’ development.

A stand-out feature of our Training Programme is the support provided by our Development Leads, who are experts in subject, phase, and practice. Mentors benefit from three bespoke developmental meetings across the year, where they can choose from a menu of activities designed to enhance their mentoring practice.

I’m due to complete the first online training session for Teach First mentors next month. I’ve had excellent contact and support with the Development Lead and the subject knowledge team also communicate well so that our trainees are supported.

– Teach First mentor

Mentoring is pivotal to the success of the next generation of teachers and pupils. So, let’s celebrate it, invest in it, and use it to unlock every child’s potential.

Looking to strengthen support for your mentors and trainees?

Find talented teachers for your school and take advantage of excellent support for both trainees and mentors - visit our Support for Schools page.