Running a Peer Support Programme With a University

1
Running a Peer Support Programme (With a
University)

• Led by
• Gayle Leach and Rob Hope

2
Running a Peer Support Programme

• Introductions
• Gayle Leach Newcastle University
• Rob Hope St. Josephs RC
  Comprehensive, Hebburn
• Sixth Formers Carl Barker, Ashleigh
  Blackwood, Megan Hemmer, and Samantha
  Shone.

3
Running a Peer Support Programme

• The workshop will cover
• What is a Peer Support Programme?
• Why do it?
• How do you do it?- Focus on key areas
• Future Developments and Challenges

4
Context

• St. Josephs RC, Hebburn Peer Tutoring
• Hirst High, Ashington Peer Mentoring
• Both have a history of taking Student Tutors from
  Newcastle/ Northumbria Universities
• Both wanted to offer 6th formers opportunity to
  build evidence of skills and get involved with a
  scheme linked by a local University
• St. Josephs wanted to develop upon their
  Leading Edge School status and boost 6th form
• Hirst wanted to introduce peer mentoring of
  Aimhigher cohort in year 11
• St. Josephs now in 4th year of programme, Hirst
  have just started

5
Context

• Gayle Leach, Newcastle University
• Representing Students into Schools on behalf of
  Newcastle and Northumbria Universities, already
  training and supporting Student Tutors and
  Student Associates
• Looking at ways of developing links with schools,
  how we work with them and respond to their
  changing needs

6
What is a Peer Support Programme?

• With these initiatives, the focus has been on 6th
  formers working with their peers throughout the
  school or feeder schools/community groups
• Students offer 1 or 2 lessons/equiv. a week
• Peer Tutoring 1-many support in a lesson
• Peer Mentoring1-1 focussed support
• You may choose another focus e.g. buddy system or
  work with a younger year group?

7
Why run a Peer Support Programme?

• Develop 6th formers skills experience and
  awareness
• Provide more personal statement material
• Increase 6th form numbers in school/the area
• Increase 6th formers sense of duty in school
• Address needs of other pupils
• Set school apart
• Develop links with feeder schools and local
  community
• Link to local University gives kudos to
  programme

8
Why run a Peer Support Programme?

• What could your students gain?
• We hear from our 6th formers
• Why did you choose to be a Peer Tutor?
• Give an example of what your role involved
• What have you learnt from the experience that
  will help you in the future?

9
How do You do it?

• Denotes Focus area
• Key Start Up Factors
• Support for programme from top down
• Identified Coordinator in the School
• Time allowance for set up/coordination
• Access to funds for resource production, training
  delivery if external, catering and travel if
  applicable
• Involvement with external staff e.g. University?

10
Focus Area School Coordinator

• Role and responsibilities
• Oversee and administer programme
• Liaise between staff and students
• Diary and skills tutorial
• Placement support
• Periodic diary checks
• Help students link programme with UCAS
  application

11
How do You do it?

• Denotes Focus area
• Vital Procedures to enable success
• Clear communication and explanation of benefits
  to Staff, Tutors/Mentors, Potential Recipients
• Effective methods of matching/placing for
  sessions

12
Focus Area Effective Matching

• Logistics
• Staff response
• Whole school initiative
• Timetable disruption
• Training times, venue and nature
• Student response
• Partners

13
How do You do it?

• Vital Procedures to enable success
• Use of a skills framework to guide Tutors/Mentors
• Training on/off campus led by university and
  school staff
• Use of recording tool e.g. reflective diary
• Ongoing support- tutorials during year
• Recognition of achievement- certificate, award
  ceremony
• Evaluation and development on yearly basis

14
Focus Area Training

• External staff help add interest and create
  different feel -training not teaching
• School or university campus venue?
• Training content- role play, activities, group
  feedback
• Training topics
• Differences between tutoring and mentoring
• Practising using appropriate tutoring/mentoring
  skills
• Understanding tutor/mentor boundaries and
  confidentiality/child protection issues
• How to approach different tutoring/mentoring
  dilemmas
• Using the diary
• Follow up training re. diary also covered at
  school with small group pc based session

15
Considerations, Further Development and Challenges

• Imbedding the programme
• Common Hurdles to overcome
• Do recipients want mentoring?
• Being a victim of your own success!
• Cost- resources, staff (inc external) time
• CRB issues in the future?

16
What next?

• How can we help?
• Are you interested in starting a similar
  scheme with/without University involvement?
• Any questions?
• Thanks to our Students and Rob Hope of St.
  Josephs and Melanie Sykes of Hirst

17
Contact details

• If you would like to explore setting up a
  similar programme for your school, please get in
  touch with
• Gayle Leach
• Newcastle University Careers Service
• Email Gayle.Leach_at_newcastle.ac.uk
• Tel [phone]