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Supporting learners of all ages, and all levels, to develop within a new work role.
This occupation is found in the public, private and voluntary sectors in national and multinational organisations. The role of the learning and skills mentor can be found in all sectors where training and development is required. For example, but not limited to, healthcare, military, manufacturing, production, business and professional, education, leisure, construction, creative, technology.
The purpose of the learning and skills mentor occupation is to support individuals and groups with their learning and development towards agreed goals. They will do this by working within ethical and legal frameworks to ensure a high standard of mentoring practice. They will work collaboratively with stakeholders to inclusively meet the individual needs of the mentee. They will be committed to their own professional development and reflective practice as a mentor and within their sector.
They will typically work in an environment in their organisation where they are the knowledgeable other. They will work in a variety of locations and environments where mentoring activity may be undertaken face to face or remotely.
In their daily work, an employee in this occupation may interact with other professionals at any level of seniority in the organisation and the sector, such as: supervisors, managers, trainees, other experienced practitioners and where necessary, internal/external professionals to support meeting the individual mentee needs.
The learning and skills mentor will be responsible for the mentor relationship with the mentee working within ethical and legal frameworks and organisational boundaries to support the progression of the mentee. They may work with a wide range of stakeholders to support the progression of the mentee and ensure best practice is developed and maintained. The mentor may be responsible for completing their own work to specification, with minimal supervision, ensuring they meet set deadlines.
This is a summary of the key things that you – the apprentice and your employer need to know about your end-point assessment (EPA). You and your employer should read the EPA plan for the full details. It has information on assessment method requirements, roles and responsibilities, and re-sits and re-takes.
An EPA is an assessment at the end of your apprenticeship. It will assess you against the knowledge, skills, and behaviours (KSBs) in the occupational standard. Your training will cover the KSBs. The EPA is your opportunity to show an independent assessor how well you can carry out the occupation you have been trained for.
Your employer will choose an end-point assessment organisation (EPAO) to deliver the EPA. Your employer and training provider should tell you what to expect and how to prepare for your EPA.
The length of the training for this apprenticeship is typically 12 months. The EPA period is typically 3 months.
The overall grades available for this apprenticeship are:
The EPA gateway is when the EPAO checks and confirms that you have met any requirements required before you start the EPA. You will only enter the gateway when your employer says you are ready.
The gateway requirements for your EPA are:
Observation with questions
You will be observed by an independent assessor completing your work. It will last at least 2 hours. They will ask you at least 5 questions.
Professional discussion underpinned by a portfolio of evidence
You will have a professional discussion with an independent assessor. It will last 60 minutes. They will ask you at least 8 questions. The questions will be about certain aspects of your occupation. You need to compile a portfolio of evidence before the EPA gateway. You can use it to help answer the questions.
You should speak to your employer if you have a query that relates to your job.
You should speak to your training provider if you have any questions about your training or EPA before it starts.
You should receive detailed information and support from the EPAO before the EPA starts. You should speak to them if you have any questions about your EPA once it has started.Reasonable adjustments
If you have a disability, a physical or mental health condition or other special considerations, you may be able to have a reasonable adjustment that takes this into account. You should speak to your employer, training provider and EPAO and ask them what support you can get. The EPAO will decide if an adjustment is appropriate.
This occupation is found in the public, private and voluntary sectors in national and multinational organisations. The role of the learning and skills mentor can be found in all sectors where training and development is required. For example, but not limited to, healthcare, military, manufacturing, production, business and professional, education, leisure, construction, creative, technology.
The purpose of the learning and skills mentor occupation is to support individuals and groups with their learning and development towards agreed goals. They will do this by working within ethical and legal frameworks to ensure a high standard of mentoring practice. They will work collaboratively with stakeholders to inclusively meet the individual needs of the mentee. They will be committed to their own professional development and reflective practice as a mentor and within their sector.
They will typically work in an environment in their organisation where they are the knowledgeable other. They will work in a variety of locations and environments where mentoring activity may be undertaken face to face or remotely.
In their daily work, an employee in this occupation may interact with other professionals at any level of seniority in the organisation and the sector, such as: supervisors, managers, trainees, other experienced practitioners and where necessary, internal/external professionals to support meeting the individual mentee needs.
The learning and skills mentor will be responsible for the mentor relationship with the mentee working within ethical and legal frameworks and organisational boundaries to support the progression of the mentee. They may work with a wide range of stakeholders to support the progression of the mentee and ensure best practice is developed and maintained. The mentor may be responsible for completing their own work to specification, with minimal supervision, ensuring they meet set deadlines.
Duty | KSBs |
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Duty 1 Plan, conduct and record mentoring activities to support the progression of the mentee working within legal and ethical frameworks, including confidentiality and safeguarding. |
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Duty 2 Use strategies to establish and maintain expectations and boundaries of mentoring contract, including recognising starting points of mentee, agreed development needs, potential barriers to development and where relevant, other stakeholders needs. |
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Duty 3 Select and use mentoring models, tools and techniques to support mentee to make desired changes, demonstrating responsiveness to the individual mentee needs. |
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Duty 4 Demonstrate awareness of own values, beliefs and behaviours and their effect on the mentor/mentee relationship. |
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Duty 5 Provide support to the mentee providing information, advice and guidance, working within own professional boundaries and recognising requirements for referral to other professional services where required. |
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Duty 6 Establish rigorous evaluation processes with mentee to support reflection on effectiveness of mentoring relationship. |
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Duty 7 Evaluate and reflect on effectiveness of own practice for the purpose of self-development. |
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Duty 8 Make sustainably informed decisions in approaches used to plan, conduct, record and evaluate mentoring practice. |
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Duty 9 Maintain records of mentoring practice and recording of continual professional development activities. |
K1: The roles and responsibilities of a mentor, understanding the organisational and professional boundaries, legal and ethical requirements, including safeguarding
Back to Duty
K2: How to establish and manage a mentoring contract
Back to Duty
K3: How to plan for mentoring sessions and review and revise action plans
Back to Duty
K4: Mentoring theory and models, including maintaining good practice and protocols within the mentoring relationship
Back to Duty
K5: Organisational and legal requirements for recording, storing and sharing personal information
Back to Duty
K6: Strategies to assess starting points of the mentee, including potential barriers to development
Back to Duty
K7: Methods of communication to maintain the mentoring relationship and review progress towards agreed outcomes
Back to Duty
K8: Questioning and listening techniques
Back to Duty
K9: Methods for providing feedback to inform progression
Back to Duty
K10: The impact of their own values, beliefs and behaviours on mentoring practice
Back to Duty
K11: How to provide accurate and relevant vocational/pastoral advice and guidance to meet mentee needs, including points of referral to other professional services
Back to Duty
K12: Theories and models of evaluation and reflection
Back to Duty
K13: Approaches to sustainable mentoring practice
Back to Duty
K14: Opportunities for continuing professional development
Back to Duty
K15: The role of supervision in supporting the mentor
Back to Duty
K16: Evidence-based practice informed by own research
Back to Duty
S1: Conduct sustainable mentoring practice within organisational and professional boundaries, and legal and ethical requirements, including safeguarding
Back to Duty
S2: Establish and maintain mentoring contracts with mentees and where relevant, other stakeholders
Back to Duty
S3: Conduct mentoring sessions according to agreed plans
Back to Duty
S4: Implement established mentoring tools and techniques to help the mentee work towards agreed outcomes
Back to Duty
S5: Maintain records of mentoring practice, complying with quality, confidentiality and data protection requirements
Back to Duty
S6: Establish and use assessed starting points to establish agreed outcomes of the mentoring process
Back to Duty
S7: Assess and review progress and achievement of agreed outcomes and revise action plans as appropriate
Back to Duty
S8: Maintain mentoring relationship through a non-judgemental and objective approach
Back to Duty
S9: Use questioning techniques to encourage reflection and progression
Back to Duty
S10: Provide feedback to the mentee to inform progression
Back to Duty
S11: Inform, advise and guide the mentee to support development toward agreed outcomes
Back to Duty
S12: Apply theories and models of evaluation and reflection to support mentee development
Back to Duty
S13: Monitor and reflect on own mentoring practice, including feedback from supervision, to develop self
Back to Duty
S14: Apply evidence based mentoring practice informed by own research
Back to Duty
B1: Demonstrate and promote sustainable practices with mentee
Back to Duty
B2: Work to ethical and legal standards within professional boundaries
Back to Duty
B3: Be resilient and adaptable when dealing with challenge and change, maintaining focus and self-control
Back to Duty
B4: Demonstrate and encourage mutual respect, displaying a deep understanding of equality and diversity, with and between learners, colleagues and appropriate agencies
Back to Duty
B5: Committed to improving their own professional practice in relation to mentoring
Back to Duty
Apprentices without level 2 English and maths will need to achieve this level prior to taking the End-Point Assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.
V1.0
This document explains the requirements for end-point assessment (EPA) for the learning and skills mentor apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Learning and skills mentor apprentices, their employers and training providers should read this document.
An approved EPAO must conduct the EPA for this apprenticeship. Employers must select an approved EPAO from the Education and Skills Funding Agency’s Register of end-point assessment organisations (RoEPAO).
A full-time apprentice typically spends 12 months on-programme (this means in training before the gateway) working towards competence as a learning and skills mentor. All apprentices must spend at least 12 months on-programme. All apprentices must complete the required amount of off-the-job training specified by the apprenticeship funding rules.
This EPA has 2 assessment methods.
The grades available for each assessment method are:
Assessment method 1 - observation with questioning:
Assessment method 2 - professional discussion underpinned by a portfolio of evidence:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
On-programme - typically 12 months
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The apprentice must complete training to develop the knowledge, skills and behaviours (KSBs) of the occupational standard. The apprentice must complete training towards English and maths qualifications in line with the apprenticeship funding rules. The apprentice must compile a portfolio of evidence. |
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End-point assessment gateway
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The employer must be content that the apprentice is working at or above the occupational standard. The apprentice’s employer must confirm that they think the apprentice:
The apprentice must have achieved English and maths qualifications in line with the apprenticeship funding rules. For the professional discussion underpinned by a portfolio of evidence the apprentice must submit a portfolio of evidence. The apprentice must submit any policies and procedures as requested by the EPAO. |
End-point assessment - typically 3 months
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Grades available for each assessment method: Observation with questioning
Professional Discussion underpinned by a portfolio of evidence
Overall EPA and apprenticeship can be graded:
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The EPA is taken in the EPA period. The EPA period starts when the EPAO confirms the gateway requirements have been met and is typically 3 months.
The expectation is that the EPAO will confirm the gateway requirements have been met and the EPA starts as quickly as possible.
The apprentice’s employer must confirm that they think their apprentice is working at or above the occupational standard. The apprentice will then enter the gateway. The employer may take advice from the apprentice's training provider(s), but the employer must make the decision.
The apprentice must meet the gateway requirements before starting their EPA.
These are:
Portfolio of evidence requirements:
Apprentices must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should contain evidence related to the KSBs that will be assessed by this assessment method. The portfolio of evidence will typically contain 10-16 discrete pieces of evidence. Evidence should be mapped against the KSBs.
Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested. The portfolio should include evidence of the mentoring relationship between the apprentice and two mentees. The format and structure of the portfolio must be agreed between the employer and apprentice and will be presented electronically. All evidence must be anonymised prior to submission. Evidence sources may include:
workplace documentation/records, for example:
This is not a definitive list; other evidence sources can be included.
The portfolio should not include reflective accounts or any methods of self-assessment. Any employer contributions should focus on direct observation of performance (for example witness statements) rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this.
The EPAO should not assess the portfolio of evidence directly as it underpins the discussion. Independent assessors should review the portfolio of evidence to prepare questions for the discussion assessment method. They are not required to provide feedback after this review.
The apprentice must submit any policies and procedures as requested by the EPAO.
The assessment methods can be delivered in any order.
The result of one assessment method does not need to be known before starting the next.
In the observation with questions, an independent assessor observes the apprentice in their workplace. The apprentice completes their day-to-day duties under normal working conditions. This allows the apprentice to demonstrate the KSBs mapped to this assessment method through naturally occurring evidence. The independent assessor asks questions as explained below. Simulation is not permitted during the observation.
The observation and responses to questions must be assessed holistically by the independent assessor when they are deciding the grade.
This assessment method is being used because it is valid and an accurate reflection of a real-life situation. It is an authentic assessment of mentoring practice. It is reliable because the live observation is supported by recordings of mentoring practice, to be recorded post gateway. Questions following the observation allow the assessor to gather additional evidence against the knowledge, skills, and behaviours and for apprentices to demonstrate a deeper level of understanding and skill.
The observation with questioning must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
The independent assessor conducts and assesses the observation with questioning.
The independent assessor must only observe one apprentice to ensure quality and rigour and they must be as unobtrusive as possible.
The EPAO must give an apprentice 14 days notice of the observation.
The observation must take 2 hours. Details on the breakdown of these timings are included below.
The independent assessor can increase the time of the observation by up to 10%. This time is to allow the apprentice to complete a task or respond to a question if necessary.
The observation may be split into discrete sections held on the same working day.
EPAOs must manage invigilation of the apprentice during the assessment to maintain security of the EPA, in line with their malpractice policy. This includes breaks and moving between locations during the working day.
The independent assessor must explain to the apprentice the format and timescales of the observation before it begins. This does not count towards the assessment time.
The independent assessor should observe the following during the observation:
The independent assessor must observe one live 30-minute mentoring session. In addition, the apprentice will provide the independent assessor with two 30-minute recordings of mentoring sessions, that will be viewed by the independent assessor as part of the observation on the day of the assessment. The recorded mentoring sessions must take place and be recorded post gateway. The recorded mentoring sessions, may be with the same, or different, mentees. In the recorded mentoring sessions the mentor and mentee must be visible in the recording. Audio only recordings will not be accepted. Recorded and observed mentoring sessions may be 1:1 mentoring or group mentoring, reflecting the apprentices typical practice.
These activities provide the apprentice with the opportunity to demonstrate the KSBs mapped to this assessment method.
The purpose of the questions is to assess the knowledge, skills, and behaviours mapped to this assessment method, to clarify aspects of mentoring practice observed, and to allow the apprentice to demonstrate a higher level of skill and understanding.
Questions must be asked after the observation. The total duration of the observation assessment method is 2 hours and the time for questioning is included in the overall assessment time. The total time for the observation element is 90 minutes. The time allocated for questioning is 30 minutes. The independent assessor must ask at least 5 questions. Follow-up questions are allowed. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in-line with the EPAO’s training.
The independent assessor must ask questions about KSBs that were not observed to gather assessment evidence. These questions are in addition to the set number of questions for the observation and should be kept to a minimum. The independent assessor can also ask questions to clarify answers given by the apprentice.
The independent assessor must record the KSBs observed, KSBs demonstrated in answers to questions and the grade achieved. The apprentice’s answers to questions must also be recorded.
The independent assessor makes all grading decisions.
The observation with questioning must take place in the apprentice’s normal place of work (for example their employer’s premises or a customer’s premises). Equipment and resources needed for the observation must be provided by the employer and be in good and safe working condition.
Questioning that occurs after the observation should take place in a quiet room, free from distractions and influence.
Additional venue requirements that must be in place include:
The EPAO must write an assessment specification and question bank. The specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. It is recommended this is done in consultation with employers of this occupation. The EPAO should maintain the security and confidentiality of EPA materials when consulting employers. The questions must be unpredictable. A question bank of sufficient size will support this. The assessment specification and questions must be reviewed at least once a year to ensure they remain fit-for-purpose.
The EPAO must develop purpose-built question banks and ensure that appropriate quality assurance procedures are in place, for example, considering standardisation, training and moderation. The EPAO must ensure that questions are refined and developed to a high standard.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the observation with questioning:
In the discussion, an independent assessor and apprentice have a formal two-way conversation.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence. It gives the apprentice the opportunity to demonstrate their competency across the KSBs mapped to this EPA method.
This assessment method is being used because: it gives the apprentice the opportunity to demonstrate their depth of understanding across the KSBs and engages the apprentice in detailed and technical discussions. It is reliable and authentic as the apprentice will refer to their mentoring practice in the discussion. The discussion allows KSBs which may not naturally occur in every mentoring session, and therefore may not be observable, to be assessed.
The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
An independent assessor must conduct and assess the professional discussion.
The purpose of the independent assessor's questions will be to assess the following four themes:
The EPAO must give an apprentice 14 days notice of the professional discussion.
The independent assessor must have at least 2 week(s) to review the supporting documentation.
The apprentice must have access to their portfolio of evidence during the professional discussion.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence however the portfolio of evidence is not directly assessed.
The professional discussion must last for 60 minutes. The independent assessor can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary.
The independent assessor must ask at least 8 questions. Follow-up questions are allowed where clarification is required. The independent assessor must use the questions from their EPAO’s question bank or create their own questions in-line with the EPAO’s training.
The independent assessor must make the grading decision. The independent assessor must keep accurate records of the assessment. They must record:
The professional discussion must take place in a suitable venue selected by the EPAO (for example the EPAO’s or employer’s premises).
The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The professional discussion should take place in a quiet room, free from distractions and influence.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO should maintain the security and confidentiality of EPA materials when consulting employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the professional discussion underpinned by a portfolio of evidence:
Independent assessor assessment materials which include:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation, training, and moderation.
Theme
KSBs
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Pass
Apprentices must demonstrate all the pass descriptors
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Distinction
Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors
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Theoretical concepts
K4 K12 S12 |
Selects and applies relevant mentoring, reflection and evaluation theories and models while maintaining good practice and protocols with the mentee, Justifies the choice of mentoring, reflection and evaluation theories and models used (K4, K12, S12) |
Adapts the use of planned mentoring, reflection and evaluation theories and models to reflect changing circumstances (K4, K12, S12) |
Communication
K7 K8 K9 S8 S9 S10 S11 |
Uses relevant communication, questioning and listening techniques to support mentee progression towards agreed outcomes. Delivers non-judgemental feedback to support mentee progression towards agreed outcomes (K7, K8, K9, S8, S9, S10) Applies empathic listening skills to inform, advise and guide the mentee towards agreed outcomes (S11) |
Adapts communication and questioning techniques to accommodate changing mentee needs and to overcome barriers to mentee reflection and progression (K7, K8, S8, S9) |
Implementation
K13 S1 S3 S4 B1 B2 B4 |
Demonstrates sustainable practices within organisational and professional boundaries, legal and ethical requirements (K13, S1, B1) Implements relevant mentoring tools and techniques to support progress towards agreed outcomes within ethical and legal standards and professional boundaries (S3, S4, B2) Demonstrates mutual respect displaying a deep understanding of equality and diversity, with and between learners, colleagues and appropriate agencies (B4)
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Adapts the use of mentoring tools and techniques, and the planned approach to the mentoring session, to accommodate changing mentee needs while considering equality and diversity requirements (S3, S4, B4) |
Monitoring
S7 |
Reviews the progress and achievement of agreed outcomes and implements revisions as appropriate (S7) |
n/a |
Theme
KSBs
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Pass
Apprentices must demonstrate all the pass descriptors
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Distinction
Apprentices must demonstrate all the pass descriptors and all of the distinction descriptors
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Professional practice
K1 K3 K10 K14 K16 S14 B3 B5 |
Explains the roles and responsibilities of a mentor identifying opportunities for continual professional development in own practice and identifies the organisational and professional boundaries, legal and ethical requirements of mentoring (K1, K14, B5) Explains how to plan for mentoring sessions to ensure they are prepared and explains how they review, and revise action plans on an ongoing basis (K3) Explains the impact of own values, beliefs and behaviours on mentoring practice (K10) Explains the importance of personal resilience and adaptability when dealing with challenge and change, maintaining focus and self-control (B3) Illustrates how they apply evidence-based practice informed by research to their mentoring planning and delivery (K16, S14) |
Analyses own values, beliefs and behaviours with regard to mentoring practice, how they have adapted when dealing with challenge and change, and the potential impact of these on the agreed outcomes for mentees (K10, B3) Analyses the impact of CPD on their own practice (K14) Analyse the impact of evidence-based practice on outcomes for mentees (K16, S14) |
Communication
K2 K11 S2 |
Describes how to establish and manage the mentoring contract and explains ways in which this can be managed, and where relevant including other stakeholders (K2, S2)
Explains how to provide accurate and relevant vocational/pastoral advice and guidance to meet mentee needs, including points of referral to other professional services (K11)
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Evaluates the methods of establishing and managing the mentoring contract for the mentor, mentee and other stakeholders considering the impact on the practice of themselves and others (K2, S2) |
Assessment
K6 S6 |
Describes strategies to assess starting points of mentee, including potential barriers to development (K6) Explains ways in which starting points can be established and how assessed starting points can be used to establish agreed outcomes of the mentoring process (S6) |
Analyses strategies to assess starting points and ways in which these can be used to establish agreed outcomes of the mentoring process (K6, S6) |
Monitoring
K5 K15 S5 S13 |
Describes how to maintain records of mentoring practice, explaining how they comply with recognising the organisational and legal requirements for recording, storing and sharing personal information (K5, S5) Explains the ways in which they monitor and reflect on their own mentoring practice and supervision to develop self (K15, S13) |
n/a |
Performance in the EPA determines the apprenticeship grade of:
An independent assessor must individually grade the: observation with questioning and professional discussion underpinned by a portfolio of evidence in line with this EPA plan.
The EPAO must combine the individual assessment method grades to determine the overall EPA grade.
If the apprentice fails one or more assessment methods, they will be awarded an overall fail.
To achieve an overall pass, the apprentice must achieve at least a pass in all the assessment methods. To achieve an overall EPA 'distinction', the apprentice must achieve a distinction in both assessment methods.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
Observation with questioning | Professional Discussion underpinned by a portfolio of evidence | Overall Grading |
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Fail | Any grade | Fail |
Any grade | Fail | Fail |
Pass | Pass | Pass |
Pass | Distinction | Merit |
Distinction | Pass | Merit |
Distinction | Distinction | Distinction |
An apprentice who fails one or more assessment method(s) can take a re-sit or a re-take at their employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does.
An apprentice should have a supportive action plan to prepare for a re-sit or a re-take.
The employer and EPAO agree the timescale for a re-sit or re-take. A re-sit is typically taken within 2 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 3 months of the EPA outcome notification.
Failed assessment methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.
Re-sits and re-takes are not offered to an apprentice wishing to move from pass to a higher grade.
An apprentice will get a maximum EPA grade of pass for a re-sit or re-take, unless the EPAO determines there are exceptional circumstances.
Roles | Responsibilities |
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Apprentice |
As a minimum, the apprentice should:
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Employer |
As a minimum, the apprentice's employer must:
Post-gateway, the employer must:
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EPAO |
As a minimum, the EPAO must:
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Independent assessor |
As a minimum, an independent assessor must:
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Training provider |
As a minimum, the training provider must:
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The EPAO must have reasonable adjustments arrangements for the EPA.
This should include:
Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Internal quality assurance refers to how the EPAO ensures valid, consistent and reliable EPA decisions. The EPAO must adhere to the requirements within the roles and responsibilities section and:
A relevant mentoring professional body
assessors must have a minimum of 3 years mentoring experience
assessors must show evidence of relevant continuous professional development in mentoring practice within the past 2 years
assessors must have a minimum of 2 years' experience in assessing
Affordability of the EPA will be aided by using at least some of the following:
Professional body recognition is not relevant to this occupational apprenticeship.
Knowledge | Assessment methods |
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K1
The roles and responsibilities of a mentor, understanding the organisational and professional boundaries, legal and ethical requirements, including safeguarding Back to Grading |
Professional Discussion underpinned by a portfolio of evidence |
K2
How to establish and manage a mentoring contract Back to Grading |
Professional Discussion underpinned by a portfolio of evidence |
K3
How to plan for mentoring sessions and review and revise action plans Back to Grading |
Professional Discussion underpinned by a portfolio of evidence |
K4
Mentoring theory and models, including maintaining good practice and protocols within the mentoring relationship Back to Grading |
Observation with questioning |
K5
Organisational and legal requirements for recording, storing and sharing personal information Back to Grading |
Professional Discussion underpinned by a portfolio of evidence |
K6
Strategies to assess starting points of the mentee, including potential barriers to development Back to Grading |
Professional Discussion underpinned by a portfolio of evidence |
K7
Methods of communication to maintain the mentoring relationship and review progress towards agreed outcomes Back to Grading |
Observation with questioning |
K8
Questioning and listening techniques Back to Grading |
Observation with questioning |
K9
Methods for providing feedback to inform progression Back to Grading |
Observation with questioning |
K10
The impact of their own values, beliefs and behaviours on mentoring practice Back to Grading |
Professional Discussion underpinned by a portfolio of evidence |
K11
How to provide accurate and relevant vocational/pastoral advice and guidance to meet mentee needs, including points of referral to other professional services Back to Grading |
Professional Discussion underpinned by a portfolio of evidence |
K12
Theories and models of evaluation and reflection Back to Grading |
Observation with questioning |
K13
Approaches to sustainable mentoring practice Back to Grading |
Observation with questioning |
K14
Opportunities for continuing professional development Back to Grading |
Professional Discussion underpinned by a portfolio of evidence |
K15
The role of supervision in supporting the mentor Back to Grading |
Professional Discussion underpinned by a portfolio of evidence |
K16
Evidence-based practice informed by own research Back to Grading |
Professional Discussion underpinned by a portfolio of evidence |
Skill | Assessment methods |
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S1
Conduct sustainable mentoring practice within organisational and professional boundaries, and legal and ethical requirements, including safeguarding Back to Grading |
Observation with questioning |
S2
Establish and maintain mentoring contracts with mentees and where relevant, other stakeholders Back to Grading |
Professional Discussion underpinned by a portfolio of evidence |
S3
Conduct mentoring sessions according to agreed plans Back to Grading |
Observation with questioning |
S4
Implement established mentoring tools and techniques to help the mentee work towards agreed outcomes Back to Grading |
Observation with questioning |
S5
Maintain records of mentoring practice, complying with quality, confidentiality and data protection requirements Back to Grading |
Professional Discussion underpinned by a portfolio of evidence |
S6
Establish and use assessed starting points to establish agreed outcomes of the mentoring process Back to Grading |
Professional Discussion underpinned by a portfolio of evidence |
S7
Assess and review progress and achievement of agreed outcomes and revise action plans as appropriate Back to Grading |
Observation with questioning |
S8
Maintain mentoring relationship through a non-judgemental and objective approach Back to Grading |
Observation with questioning |
S9
Use questioning techniques to encourage reflection and progression Back to Grading |
Observation with questioning |
S10
Provide feedback to the mentee to inform progression Back to Grading |
Observation with questioning |
S11
Inform, advise and guide the mentee to support development toward agreed outcomes Back to Grading |
Observation with questioning |
S12
Apply theories and models of evaluation and reflection to support mentee development Back to Grading |
Observation with questioning |
S13
Monitor and reflect on own mentoring practice, including feedback from supervision, to develop self Back to Grading |
Professional Discussion underpinned by a portfolio of evidence |
S14
Apply evidence based mentoring practice informed by own research Back to Grading |
Professional Discussion underpinned by a portfolio of evidence |
Behaviour | Assessment methods |
---|---|
B1
Demonstrate and promote sustainable practices with mentee Back to Grading |
Observation with questioning |
B2
Work to ethical and legal standards within professional boundaries Back to Grading |
Observation with questioning |
B3
Be resilient and adaptable when dealing with challenge and change, maintaining focus and self-control Back to Grading |
Professional Discussion underpinned by a portfolio of evidence |
B4
Demonstrate and encourage mutual respect, displaying a deep understanding of equality and diversity, with and between learners, colleagues and appropriate agencies Back to Grading |
Observation with questioning |
B5
Committed to improving their own professional practice in relation to mentoring Back to Grading |
Professional Discussion underpinned by a portfolio of evidence |
KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
---|---|---|---|
Theoretical concepts
K4 K12 S12 |
Mentoring theory and models, including maintaining good practice and protocols within the mentoring relationship (K4) Theories and models of evaluation and reflection (K12) |
Apply theories and models of evaluation and reflection to support mentee development (S12) |
None |
Communication
K7 K8 K9 S8 S9 S10 S11 |
Methods of communication to maintain the mentoring relationship and review progress towards agreed outcomes (K7) Questioning and listening techniques (K8) Methods for providing feedback to inform progression (K9) |
Maintain mentoring relationship through a non-judgemental and objective approach (S8) Use questioning techniques to encourage reflection and progression (S9) Provide feedback to the mentee to inform progression (S10) Inform, advise and guide the mentee to support development toward agreed outcomes (S11) |
None |
Implementation
K13 S1 S3 S4 B1 B2 B4 |
Approaches to sustainable mentoring practice (K13) |
Conduct sustainable mentoring practice within organisational and professional boundaries, and legal and ethical requirements, including safeguarding (S1) Conduct mentoring sessions according to agreed plans (S3) Implement established mentoring tools and techniques to help the mentee work towards agreed outcomes (S4) |
Demonstrate and promote sustainable practices with mentee (B1) Work to ethical and legal standards within professional boundaries (B2) Demonstrate and encourage mutual respect, displaying a deep understanding of equality and diversity, with and between learners, colleagues and appropriate agencies (B4) |
Monitoring
S7 |
None |
Assess and review progress and achievement of agreed outcomes and revise action plans as appropriate (S7) |
None |
KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
---|---|---|---|
Professional practice
K1 K3 K10 K14 K16 S14 B3 B5 |
The roles and responsibilities of a mentor, understanding the organisational and professional boundaries, legal and ethical requirements, including safeguarding (K1) How to plan for mentoring sessions and review and revise action plans (K3) The impact of their own values, beliefs and behaviours on mentoring practice (K10) Opportunities for continuing professional development (K14) Evidence-based practice informed by own research (K16) |
Apply evidence based mentoring practice informed by own research (S14) |
Be resilient and adaptable when dealing with challenge and change, maintaining focus and self-control (B3) Committed to improving their own professional practice in relation to mentoring (B5) |
Communication
K2 K11 S2 |
How to establish and manage a mentoring contract (K2) How to provide accurate and relevant vocational/pastoral advice and guidance to meet mentee needs, including points of referral to other professional services (K11) |
Establish and maintain mentoring contracts with mentees and where relevant, other stakeholders (S2) |
None |
Assessment
K6 S6 |
Strategies to assess starting points of the mentee, including potential barriers to development (K6) |
Establish and use assessed starting points to establish agreed outcomes of the mentoring process (S6) |
None |
Monitoring
K5 K15 S5 S13 |
Organisational and legal requirements for recording, storing and sharing personal information (K5) The role of supervision in supporting the mentor (K15) |
Maintain records of mentoring practice, complying with quality, confidentiality and data protection requirements (S5) Monitor and reflect on own mentoring practice, including feedback from supervision, to develop self (S13) |
None |
Version | Change detail | Earliest start date | Latest start date | Latest end date |
---|---|---|---|---|
1.2 | End-point assessment plan revised | 02/08/2024 | Not set | Not set |
1.1 | End-point assessment plan revised | 12/09/2023 | 01/08/2024 | Not set |
1.0 | Approved for delivery | 01/03/2023 | 11/09/2023 | Not set |
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