ACT

Service Model Overview

Staffing structure

Coordinator

The coordinators play a crucial role in overseeing and supporting the mentors/facilitators and ensuring the smooth delivery of the programs in the schools.

Group Mentoring - Resilience & Prosocial Modelling Development (RAPID) – Early Intervention (Primary) 1600 Young people supported

1:1 Mentoring Track – Behaviour Intervention & Support (BIAS) - Targetted Intervention (Secondary) 960 young people supported

1:1 Mentoring Plus – Assess, Critical & Target Support (ACTS) - Critical Intervention (Tertiary) - 160 Young people supported

Peer Mentoring Training – Peer-Led Education & Mentoring (PLEAM) Training - 400 young people trained

• Internal/External (Safe) Referal Process

• Two Directions of Travel for young people

• Right Level of service

8 Mentors

8 Facilitators

Coordinating and Line Managing Mentors/Facilitators

1+1 Mentoring

Group Mentoring

2560

960

1600

Peer Mentoring Training

400

Peer Educator + Mentors

200

50%

Managing Timetables and Caseloads

Building relationships with young person

Response to Selection request form

Roles and responsibilities

Coordination

Group Mentoring Programme

Consortium partners

Coordination of 1:1 plus

Coordination of 1:1 Track & Group Mentoring

1:1 Track

(Targetted Intervention & Support - TIAS)

Introductory session

• Mentor attends meeting and delivers introductory session

• Mentor introduces himself and explains who he is, who he works for, and purpose of working with the young person

• Mentor explains that it is voluntary and will only work if they engage with the process, giving young person the option, which will enable them to feel that they have a choice and have voice in how they want to move forward.

• Mentor works with mentee to put in place an agreement of how the sessions will work and how often

• Sessions and intervention will take place based on the number of allocated hours (in this case we would allocate 2-3 hours initially and then re-assess the situation within a fortnight

• If mentor doesn't have enough hours or too many they will discuss with their coordinator who will reassess the number of hours allocated to the referral.

• We will then work with the child on a one to one, building a relationship In a relaxed environment that they are comfortable with.

• The sessions will be based on reviewing mentees

ACT CIC receives referrals from Safe and our ACT coordinator will make contact with referring organisation within 24 hours) - Any referals coming in after 12pm on a Friday will be looked at on the next working day. 12-24 hrs

Project Manager / Safeguarding lead will screen (Looking at the needs), and Risk Assesses (assessing the contextual safeguarding concerns of) the referral. - within 48 hrs

• This referal would be considered a contextual safeguarding concern

• Once screening complete ACT will add the details of the assessment (selection request) and allocate the referral to the critical intervention team using Upshot. – within the same day

Critical Intervention (CI) Coordinator would formerly accept the referal (via upshot). - 72 hours

• CI Coordinator will discuss the case and allocate to the most suitable mentor one of the specialist mentors within the 1:1 Plus teams

• CI coordinators - will determine which member of his team is best placed to deal with the referral based on capacity, skill set, and location.

Mentors will make contact with both parent/ carer and school to confirm (assignment of mentor) and arranges initial meeting with family and young person or school & young person within- 96 hrs

ACT

F4TF

We aim to do this by providing packages of support to the 38 SAFE schools, that will consist of delivering small group mentoring programmes to over 1600 young people and will focus on developing young people's social and emotional skills and building their levels of resilience via 12-week psycho-social education programmes. Enabling young people to explore the factors, forces and frames that put young people at risk of school exclusion and more susceptible to serious youth violence.

Our 1:1 track & Group Mentoring Programme will be managed by our 4 coordinators whose job will be to coordinate and line manage the 8 mentors and group facilitators across the 38 schools. Coordinators will be responsible for managing the timetables and coordinating the delivery of the 1:1 and group mentoring programme within each of the 38 schools. This will also include, ensuring correct recording and tracking of sessions delivered, monitoring the stats of each young people, reviewing the programme to assess the approriate level of intervention required. Also liasing with school staff to access rooms, and managing the referals coming from schools.

Coordinators will also be responsible for tracking the progress and collating 1/2 termly reports, feedback to management team and liasing with Safe coordinators where neccesary. Our Coordinators will also help troubleshoot and resolve any issues between schools and facilitators. Each of the 4 coordinators will come from the 4 consortium organisations, who will be responsible for looking after 9/10 schools within their geographic region, and providing the 2 mentors (group facilitators) to deliver the group mentoring programmes

1 Coordinator - Calum Dwyer

• A Team of 8 members of staff to cover the whole of Birmingham
• 4 Highly qualified and very expereinced mentors/ facilitators & 4 support mentors
• Who are managed centrally to deliver 1:1 plus

Our 1:1 track & Group Mentoring Programme will be managed by our 4 coordinators whose job will be to coordinate and line manage the 8 mentors and group facilitators across the 38 schools. Coordinators will be responsible for managing the timetables and coordinating the delivery of the 1:1 and group mentoring programme within each of the 38 schools. This will also include, ensuring correct recording and tracking of sessions delivered, monitoring the stats of each young people, reviewing the programme to assess the approriate level of intervention required. Also liasing with school staff to access rooms, and managing the referals coming from schools.

Coordinators will also be responsible for tracking the progress and collating 1/2 termly reports, feedback to management team and liasing with Safe coordinators where neccesary. Our Coordinators will also help troubleshoot and resolve any issues between schools and facilitators. Each of the 4 coordinators will come from the 4 consortium organisations, who will be responsible for looking after 9/10 schools within their geographic region, and providing the 2 mentors (group facilitators) to deliver the group mentoring programmes

• This provision will focus on providing young people with a trusted adult that knows how to create the space neccesary to support young people in processing their thoughts, feelings & emotions. Helping young people to make better decisions, improve behaviour, focus & resilience, troubleshoot problems using solution based processes. Giving young people the support required to overcome the challenges the are experiencing in their life and support their social, emotional, mental heath & well being.

• Our 1:1 Track will provide one of our 8 mentors in each of the 38 schools weekly, who will provide support for 8 young people over a period of 5 1/2 months or (1/2 of the academic year). Providing support for 320 young people in each of the 3 periods totalling 960 young people over the duration of the programme. Each school will get 1:1 track support for 24 pupils over the 18 month programme.

Project Manager - Teswal White

• Partnership Management
• Programme Development
• Project Management
• Site visits/ Observations/
• Quality Assurance & Auditing process
• Managing Referral - Timeline Triage

Safeguarding Lead – Cheryl McPherson

• Screening cases
• Managing safeguarding concerns
• Staff Training

Administration Team

Naomi Palmer- Systems developer

• Developing new systems to help manage the partnerhsip, KPI's, Finances, monitoring, tracking

Shen Sankofa - Administrator -

• Help with all administrative paperwork, data inputting, report writing, note taking, letter writing,

Petronia Ebanks - HR & Finance –

• Salary, invoices, HR services, DBS, recruitment, training, paying expenses, financial systems

1:1 Plus Coordinator - Calum Dwyer

• The Lead coordinators will supervise and provide guidance to the specialist mentors and support workers delivering critical intervention.
• They will ensure that the mentors/facilitators understand their roles and responsibilities and are equipped to deliver effective mentoring sessions.
• They will manage the caseloads, ensuring that mentors/facilitators have an appropriate number of mentees to work with.

School Coordinators

Tanyah Sam (TSA) , Rackeem Reid, (BS) Ashley (F4TF) Maxcine Brown (ACT)

Coordinating and Line Managing Mentors/Facilitators:

• The coordinators will supervise and provide guidance to the mentors/facilitators assigned to each school.
• They will ensure that the mentors/facilitators understand their roles and responsibilities and are equipped to deliver effective mentoring sessions.

Managing Timetables and Caseloads:

• Coordinators will handle the scheduling and timetabling of mentoring sessions, ensuring that they align with the availability of mentors/facilitators and school requirements.
• They will manage the caseloads, ensuring that mentors/facilitators have an appropriate number of mentees/group participants to work with.

Recruitment Process

TSA

BS

Step 1 – Look to utilise the staff that we currently have (highlight that staff have already been utilised for SAFE work in the past).

Step 2 – Look to possibly extend contracts of pre-existing staff, i.e., from part time to full time capacity.

Step 3 – Utilise seasonal staff who support holiday activities, by offering those who have deemed capable a role within the organisation to deliver as part of the SAFE project.

Step 4 – Carry out the hiring of an individual (in accordance with the relevant safer recruitment policy), it shall begin by placing the role onto a job listing sight referencing the key skills and experience:

• Mentoring / Community work / Educational experience, and more.

 Following the identification of a potential employee, notify of interest subject to pre-employment checks.

Step 5 – To carry out the following checks, and update the single central record, stated below include but are not limited to: Is a teaching qualification required,

Step 6 – Following the offering the role, we would look to ensure that the relevant safety training has taken place.

Step 7 – throughout this process the consortium will look to imbed a culture which aligns with that of SAFE and education. By providing ad-hoc training to suit the needs of the workers.

Step 8 – Throughout mentors will be monitored via evaluation from a supervisor. Looking closely and key performance indicators

Step 9 – Through appraisals, mentors are able to conduct self-analysis to better improve their delivery. Here they shall provide a SWOT analysis of their delivery, and create action plans as how to develop, as to coincide with expected CPD requirements.

Step 10 – The performance manager will work closely here to correctly identify further support which can be provided. Following this an action plan will be collated and implemented to ensure that a high standard is being upheld.

Questions

Working with safe

  1:1 Track -

(Targetted Intervention & Support - TIAS)

1:1 Plus

(Critical Intervention)

Peer Mentoring

Mentor’s Typical day

How will safe deal with the referals for the school based interventions

Are you making sure all the schools are on board and open to the provision,

Are you making sure we got facilities for the sessions (classroom allocation, key liason within the schools etc)

The referral form is very detailed

What we want to know is how is this referal going to be done?

And is this referral process going to be done for every child on the programme

Where are you getting your referals from ?

Do you have a safe person working

• Coordinators sends update fortnightly to safe team

• Coordinators meets safe team coordinators on a monthly basis to discuss cases and issues arising

• ACT will provide regular data via email every 6 weeks (quantitative data)

• Our coordinator will be in regular communication with Safe team via monthly meetings and regular emails to share qualitative data: including details of cases, action plans, progress reports, (milestones) Engagement levels etc. school coverage

• Meetings with the Project Manager every 6 weeks to review how the project is progressing

• We believe that safe may have issues accessing all the schools, so we propose that SAFE allows up to use our existing contacts and relationships (with our coverage of 27 safe schools)

• In our experience it can also be difficult to get completed referals and or assessments from the schools, we believe we could perhaps speed this process up, if SAFE were struggling to get the selection request forms completed. We could perhaps support safe by working closely with the schools to identify the key target groups of young people that would need safe support and intervention ASAP. By developing a simple referal system that allows us to quickly get referral from the school . We would then share the referral with SAFE enabling SAFE to carry our the full selection request form.

• Once completed SAFE can the reshare the information with ACT and we could reassess the young person and the intervention in place and adjust the young person’s intervention accordingly making sure that young people get the right support and the right time.

This provision will focus on providing young people with a trusted adult that knows how to create the space neccesary to support young people in processing their thoughts, feelings & emotions. Helping young people to make better decisions, improve behaviour, focus & resilience, troubleshoot problems using solution based processes. Giving young people the support required to overcome the challenges the are experiencing in their life and support their social, emotional, mental heath & well being.

Our 1:1 Track will provide one of our 8 mentors in each of the 38 schools weekly, who will provide support for 8 young people over a period of 5 1/2 months or (1/2 of the academic year). Providing support for 320 young people in each of the 3 periods totalling 960 young people over the duration of the programme. Each school will get 1:1 track support for 24 pupils over the 18 month programme.

Short Term Change: (1 - 3 Months)

1. YP is able to engage well with their mentor   

2. YP has a better understanding of the risks associated with their behaviour (Decision Making)

3. Parents has a better understanding of the risks posed to their child and begin to communicate more effectively with professionals and their child   

4. YP has a better understanding of their own personal identity

5. YP understands risks and dangers of associated with unhealthy risk-taking behaviour (substance misuse, crime, violence gangs etc) 

6. YP is able to have conversations around likes, dislikes, strengths and weaknesses 

Mid Term Change (3 - 6 months)

1. Working effective relationship with their mentor  (is able to share their true feelings with their mentor) 

2. Improved situational awareness and is able to make better decisions 

3. Parents are able to work with professionals & have better strategies for communicating and protecting their child 

4. Improved interpersonal skills and understands their emotional wellbeing. 

5. Able to make informed decisions around substance misuse

6. Planning and setting positive goals around their life

Long Term Change (6 – 9 months) 

1. Improved motivation / attitudes a beliefs social capital / increased aspirations/  (YP has good connections and feels positive about their future)

2. Developed critical thinking skills and reduced their interaction or closeness with negative peers (YP is able to build positive relationships with peers) 

3. Parents has a good relationship with their child and are able to keep their child safe (YP feels understood and supported by parents) 

4. has good self-awareness,  emotional wellbeing and is emotionally intelligent  (YP has a good sense of self and positive about who they are)

5. able to make good choices

6. engaged in positive activities and is working towards improve his /herself (YP has positive activities)  

Group Mentoring Programme

Mentors & group facilitators

Peer Education / Mentoring Training - (Peer Led-Education and Mentoring Support - PLEAMS)

We will develop an accredited peer education training programme, where we will train 200 young people as peer led educators and support mentors across the 38 safe schools by March 2025. By the end of the programme we aim to deploy at least 152 young poeple as peer educators and young people will have received personalised package of social and emotional support, demonstrated exemplary behaviour change and received accredited training in peer education/ mentoring, and will be confident in knowing how to disrupt serious youth violence and/or provide the neccesary social and emotional support to their peers.

Group Mentoring

• Our 4 specialist mentors and 4 support mentors will split their time to deliver group mentoring sessions into the schools. Delivering two group session daily, supporting up to 400 young people weekly. Every 12 weeks they will support a new cohort of 400 young people. In 2 of the periods the mentors will delivery our peer mentoring training to 200 young

Group Mentoring - Early Intervention (Resilience & Prosocial Modelling Development - RAPID

RAPID is a psycho-social group mentoring programme, that focuses on enabling young people to explore the 3F's Factors, Forces and Frames that put young people at risk of exclusion & serious youth violence, whilst giving the young people the opportunity to develop the social and emotional skills they need thrive both inside and outside of school. The programme is designed to help build resilience, new skills along with the right attitude, beliefs and motivation required for success, using group coaching and mentoring and pro-social modelling. We will provide 5 x 12-week programmes to each of the 38 SAFE schools over the 18 months, ensuring that we support over 1600 young people through this group mentoring programme.

1:1 Track - School Based Mentoring

• Each of our 8 mentors will support up to 8 young each per day. Delivering 1:1 track to 320 young people weekly, every 5 months our mentors will take on a new cohort of 320 young people.

• Mentoring slots will last for approximately 30-40 minutes. Our mentors will be on school site for approximately 6 hours per day and will break up their day according to the school’s timetable that will enable them to support 8 young people and offer additional support to school, being responsive, and liase with key school staff members, attend meetings and advocate on behalf of young people, where neccesary.

1:1 Plus - Community Based Mentoring

• Our 4 specialist mentors and 4 support mentors will spend the other ½ of their time delivering support to young people referred onto 1:1 plus within schools and the community. Providing the critical intervention support for up to 80 young people weekly.

Clinical Supervision

• Each of our 16 mentors will attend regular supervision sessions with trained counsellor and Serious Youth Violence and Mental health specialist Michelle Kelly from A Fathers Child Services. Our mentors will be provided with clinical supervision every 6 weeks, to help them with managing and get support for thier cases including offload any experiences of significance, and process and forms of vicarious trauma, which could impact on their own well being and effectiveness as a practitioner.