All children and young people should have frequent and regular opportunities to discuss their learning with an adult who knows them well and can act as a mentor, helping them to set appropriate goals for the next stages in learning.
In early years settings and primary schools, unless there are significant additional needs, it is likely that the adult who has the holistic overview of progress and personal development is the key practitioner or the class teacher.
In secondary schools, this role has traditionally been fulfilled by the guidance teacher.
However, in many schools, strategies are emerging to develop the role of a member of staff, other than the promoted pastoral specialist, who knows the child or young person well, particularly where universal support is sufficient to meet the child or young person’s needs. Time is allocated to provide opportunities to meet to discuss progress and set goals. This is within a framework of staged intervention managed by promoted pastoral/pupil support staff, which ensures that additional support is offered by specialist staff as and when required.
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