Learning Mentor Level 3

Occupational profile

Mentoring takes place in all parts of the Education and Training Sector (ETS) and staff-development contexts. Learning mentor (LM) support learners of all ages, and all levels, to develop within a new work role.

LMs will have sector-specific experience and qualifications, as determined by their employer or professional body, which they use to guide and advise those who are less experienced and new to a work role. The LM is therefore a ‘dual professional’ having both up-to-date knowledge and skills in a specialist vocational or subject area, together with the generic skills necessary to support learners (as potentially a first step towards a secondary role as an education and training professional).

LMs therefore support the development of learners’ knowledge, skills and behaviours, throughout their programme, particularly in applying theoretical learning in practical work environments (and usually on a one-to-one, or small group, basis). They give practical, technical and/or pastoral support and guidance.

LMs collaborate closely with colleagues, other ETS professional, employers and/or human resource colleagues to meet learners’ needs and achieve their potential.

  • Promote an ethos of motivation, aspiration and a passion for learning
  • Operate at all times to ethical and legal standards and within professional boundaries
  • Value equality and diversity and work with others to improve equality of opportunity and inclusion
  • Be resilient and adaptable when dealing with challenge and change, maintaining focus and self-control
  • Demonstrate, encourage and expect mutual respect in all professional contexts
  • advise, guide and supervise learners to acquire the most benefit from their learning programme
  • communicate and collaborate effectively and use effective questioning, listening and assertiveness skills
  • work with education providers and workplace colleagues to plan and implement structured and meaningful learning and work experience
  •  liaise with assessors, coaches and/or teachers to facilitate formative and summative assessment of learners’ skills and knowledge
  •  identify and refer issues relevant to learners’ progress and well-being, to education-providers and/or workplace colleagues
  • effective practice in providing accurate and relevant vocational/pastoral advice and guidance
  •  effective questioning, active-listening and assertiveness techniques
  •  learning programme requirements and the need to plan contextualised learning in authentic or realistic work settings with the learner support team
  •  the roles of assessors, coaches or teachers in providing practical help with assessment processes and requirements
  • who has a legitimate need to be kept informed of issues impacting on the learner’s well-being and progress

Entry Requirements

Individual employers will set the selection criteria, but this might include five GCSEs and/or A levels.

English and Maths

Level 2 English and Maths will need to be achieved, if not already, prior to taking the end point assessment.


The duration of this apprenticeship is typically 18-24 months.


This is a level 3 Apprenticeship.