“The BFTS mentors understand my son. They know when things are too much for him but, more importantly, when to push him for more. ”
Deneko was having such a hard time at school. He was struggling to remain in class and accomplish anything. His behaviour was unpredictable and would often result in calls to me and, at times, home exclusion, which he would find upsetting. In just four months of being placed in the mentorship program, we have seen an immense change in him. School days are running so much smoother. He remains in class, he does the work required of him, and he is even enjoying school again; even our home life is calmer, for which I am thankful. He’s grown an amazing bond with the mentors and feels comfortable opening up to them about any difficulties he’s facing each day. It has been a fantastic success!
Deneko’s Mum
“Communication is key and allows me to ensure that our mentors positively impact both the children and the needs of the school.
As head of mentoring, I am invested in the continuous development of our mentors so that we can achieve the best possible outcomes for those we work with. Implementing new ideas and hearing feedback on how they have helped a child progress and find solutions to their challenges is incredibly rewarding for all involved. The difference that we can make in schools is phenomenal, and I’m very proud to be a part of this ongoing support that ensures a brighter future for local children and their families.
Jack Caulton - Head of Mentoring at Canoville Coaching
“For children to understand that their behaviour is a reflection of how they are feeling inside, introduces them to accountability. ”
After just four months, we saw a huge benefit from the Brighter Futures Through Sport program and we noticed that it very quickly became a highlight for the children, knowing that they have someone to talk through their experiences with each week. This had a huge impact on behaviour as we found the sessions to help tremendously with their confidence and self-esteem, which, in turn, positively influenced their academic achievements. For them to be able to discuss their social and emotional needs allowed them to gain a better understanding of themselves. We highly recommend this program in supporting the pupil as a whole.
James Wood - Deputy Head at Candleby Lane School, Nottingham.
“Our job is to listen and help children navigate the various situations that they find themselves in through positive self-talk.”
Working in schools as a mentor is incredibly rewarding and challenging at the same time. Using the skill of reflection, we bring the best out in the children we work with and offer guidance on how to recognise the positive things that have occurred for them throughout the week, identify the more challenging aspects they’ve experienced, and encourage them to find solutions.
I have found this work humbling. A full-time professional sports career, football in my case, demanded a level of selfishness, whereas mentoring is grounding and selfless. Seeing the impact you can have, whether working one-on-one or in a group, makes it all worthwhile. I was lucky to have positive role models growing up, but that’s not the reality for many young people. I firmly believe that demonstrating positive decision-making and actions can put all children on the path to a bright future.
Lawrence Gorman - Mentor at Canoville Coaching.
“We’ve seen improvements in children’s attitudes towards learning, their resilience in completing tasks, and their desire to succeed!” ”
Having a BFTS mentor on site has made an incredible impact on our children’s mental and physical health, supporting them in developing their confidence, self-esteem, and resilience through fostering such positive relationships with them. They can work on many skills through playing football, enjoying sensory time, or simply walking around the school grounds with their mentor and enjoying a relaxing conversation. We’re seeing that children who once reacted to conflict with anger are now responding in an emotionally controlled and calmer manner. They are encouraged to set their own personal targets, and we see their desire to achieve these, followed by delight and a sense of accomplishment when they do!
Jo Jeffs - SENCO & Assistant Head Teacher at Brocklewood Primary School, Nottingham.