This sections set out applications of VbE to specific situations.
Guidance for schools below
on how to introduce VbM
Values-based Mentoring (VbM) has evolved to support students who display disruptive behaviour, and for whom sanction systems fail to control.What does VbM achieve?
VbM helps students to develop a greater degree of personal holistic competence
(PHC). It supports students (7-16), with what is generally termed challenging behaviour: to be more peaceful with themselves and the world; establishing or re-establishing secure personal attachment; enabling compassionate self-leadership; and developing the ability to enter into meaningful relationships.How does VbM work?
VbM is a form of therapy, based around the concepts and principles of values-based environments. The mentoring involves:
- Creating the right space
- Initial meetings
- Introducing the mentoring principles
- Creating the right environment
- Monitoring the impact
To download more details about the concepts and practice of introducing VbM sessions in schools, click here
.Support for VbM
VbM is a relatively recent development. Schools who are interested in implementing VbM sessions are welcome to contact us for support during this initial roll-out phase.
Narrowing the Attainment Gap
VbE provides a learning environment where pupils become self-motivated, with secure self-esteem regardless of their backgrounds.
VbE teachers regularly comment on their experience that VbE reduces the attainment gap, contributing to a new source of social mobility. Despite extensive experience, we are not aware of any formal research that proves the link between VbE and reducing the attainment gap. It is difficult to isolate VbE's contribution where schools often take more than a single approach to reducing the attainment gap.
The Meads Primary School in Luton, a VbE hub school, was cited by OFSTED as providing exceptional progress in this area. Article
In the article below, the school's Head Teacher, Richard Jenkins describes his multi-faceted approach. He is confident that VbE played a fundamental part in creating the conditions that allowed the schools initiative to succeed. He is also confident this success can be replicated in other schools.
To download the article, click hereImpact
Below is a summary of the impact of the work to reduce the attainment gap.
The figures above represent the gap between year 6 Pupil Premium students and their peers at the start and end of the school year, expressed as a percentage of the number of peer students on track to attain Level 4+. The Sept 13 figures are the proportion of students attaining level 3b or higher at the start of the school year; the June 14 figures are the proportion of students attaining level 4c or higher by the end.