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The Superstar Challenge

Locations
Available across the UK
Scotland
Northern Ireland
Wales
England - North East
England - North West
England - Yorkshire & Humber
England - West Midlands
England - East Midlands
England - South West
England - South East
England - East
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Available internationally
Czech Republic
Honduras
India
Nicaragua
Guatemala
Uganda
South Africa
Rwanda
Portugal
Netherlands
Hungary
China
Australia
Canada
Egypt
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New Zealand
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Argentina
Myanmar
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Lebanon
Suriname
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Trinidad and Tobago
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Ages
0 - 4
4 - 7
7 - 11
11 -16
16 - 18
18 - 21
21 -25
25 - 30
30 - 35
35+
Delivery
Online
In person
Online & in person
Access
Online
In person
Through a school or college
Through an organisation
Independently / Self-serve
ListeningSpeakingProblem SolvingCreativityStaying PositiveAiming HighLeadershipTeamwork
Impact Level 2Impact Level 1Impact Level 3Impact Level 4

The Mentivity Superstar Challenge is a sports mentoring programme that supports young people aged 10-11 who are transitioning from primary school to secondary school. The programme prepares these students through group work, sports & physical activity and one-to-one mentoring, for life in year 7. The programme also provides targeted one-to-one mentoring to those who are identified as needing additional support in the academic year ahead.

This project is funded by London's Violence Reduction Unit (VRU), supported by the Mayor of London, and delivered by Mentivity as the delivery organisation.

Mentivity mentors use the Skills Builder Universal Framework in 1:1 sessions with transition mentees, helping to simplify the information and end goal for mentees. Mentees are supported to identify focus skill steps to work on and rate their confidence to demonstrate these. They are supported to reflect on these through the programme, and track their progression using essential skill checklists.  Mentors also track the progression they are seeing and share this with mentees, using the language of the Universal Framework.

Once both mentors and mentees feel a target has been achieved, they move onto the next essential skill, which is mutually agreed upon.

This has helped with the commitment from mentees to improve and develop the essential skills they are targeting. The success of this is evident in the feedback that has been received from the mentees as well as their schools. All schools are provided with weekly session notes so the progress is easily tracked.

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