Assertive Mentoring The Reginald Mitchell Primary School In association with.

Assertive Mentoring The Reginald Mitchell

Primary School

In association with

Today’s aims

• to explain what Assertive Mentoring is

• to see how it will work in our school

• to see how it will benefit you and your child

Assertive Mentoring places the child at the centre of learning

and raises achievement for ALL

Today’s hypothesis

What is Assertive Mentoring?

“Assertive Mentoring is a focussed, child centred, collaborative approach

based on a dialogue about the child’s present and future learning needs.”

(G. Downey SIP 2008)

Assertive Mentoring

“The Assertive Mentoring system is outstanding.

It can have a significant impact upon the motivation and progress of pupils.” (G. Downey, SIP 2008)

Aims of Assertive Mentoring

• To raise standards for all

• To motivate and involve children

• To inform and involve parents

Learners learn best when they:

Understand what they are trying to learn

Are given feedback about their work

Are shown how

to make it betterAre fully involved

in the process

Why Assertive Mentoring?

Ensure the steady progress of each child during their time at school.

Keep parents regularly informed of their child’s on going progress.

Provides a consistent framework for the Assessment of each child.

Allows the school to identify when progress may be stalling.

Involve the parents in supporting their child’s progress.

Provides a complete record of child’s progress throughout their school journey.

Assessment for Learning

‘... is the single most powerful tool we have for both raising standards and empowering lifelong learners.’ (Assessment Reform Group)

Assertive Mentoring Model

•Targets

•Tracking

•Intervention

•Checking

It incorporates and facilitates:

Assessment:

Where are the children?Tracking:

How are they progressing?Target Setting:

What do they need next?Support:

What help is needed?

Target Setting

Not just about:PaperPointsPercentages

But also:• People• Potential• Progress• Practicalities

Where to startOld age-related expectations

National Curriculum Levels

Level 1C,1B, 1A, 2C, 2B, 2A, 3C, 3B, 3A, 4C, 4B, 4A, 5C, 5B, 5A, 6CYear Y2 Y3 Y4 Y5 Y6

NC Level 2B 2A/3C 3B 3A/4C 4B

New age-related expectations – increase in expectations.

APS NC Ex Y1 Y2 Y3 Y4 Y5 Y6

1 WC N

2 3 WB 4 St 0 E St 0 E St 0 E St 0 E St 0 E St 0 E5 WA

RSt 0 D St 0 D St 0 D St 0 D St 0 D St 0 D

6 St 0 S St 0 S St 0 S St 0 S St 0 S St 0 S7 1C St 0 S St 0 S St 0 S St 0 S St 0 S St 0 S8 St 1 R St 1 R St 1 R St 1 R St 1 R St 1 R9 1B

Y1St 1 E St 1 E St 1 E St 1 E St 1 E St 1 E

10 St 1 D St 1 D St 1 D St 1 D St 1 D St 1 D11 1A St 1 S St 1 S St 1 S St 1 S St 1 S St 1 S12 *St 2 R St 2 R St 2 R St 2 R St 2 R St 2 R13 2C

Y2*St 2 R St 2 R St 2 R St 2 R St 2 R St 2 R

14 St 2 E St 2 E St 2 E St 2 E St 2 E St 2 E15 2B St 2 D St 2 D St 2 D St 2 D St 2 D St 2 D16 St 2 S *St 2 S St 2 S St 2 S St 2 S St 2 S17 2A

Y3St 2 S *St 2 S St 2 S St 2 S St 2 S St 2 S

18 St 3 R St 3 R St 3 R St 3 R St 3 R St 3 R19 3C St 3 E St 3 E St 3 E St 3 E St 3 E St 3 E20

Y4St 3 D St 3 D *St 3 D St 3 D St 3 D St 3 D

21 3B St 3 D St 3 D *St 3 D St 3 D St 3 D St 3 D22 St 3 S St 3 S St 3 S St 3 S St 3 S St 3 S23 3A

Y5St 4 R St 4 R St 4 R *St 4 R St 4 R St 4 R

24 St 4 E St 4 E St 4 E *St 4 E St 4 E St 4 E25 4C St 4 D St 4 D St 4 D St 4 D St 4 D St 4 D26

Y6St 4 S St 4 S St 4 S St 4 S *St 4 S St 4 S

27 4B St 4 S St 4 S St 4 S St 4 S *St 4 S St 4 S28 St 5 R St 5 R St 5 R St 5 R St 5 R St 5 R29 4A St 5 E St 5 E St 5 E St 5 E St 5 E St 5 E30 St 5 D St 5 D St 5 D St 5 D St 5 D *St 5 D31 5C St 5 D St 5 D St 5 D St 5 D St 5 D *St 5 D32 St 5 S St 5 S St 5 S St 5 S St 5 S St 5 S33 5B St 6 R St 6 R St 6 R St 6 R St 6 R St 6 R34 St 6 E St 6 E St 6 E St 6 E St 6 E St 6 E35 5A St 6 D St 6 D St 6 D St 6 D St 6 D St 6 D

Key: APS = Average Point Score NC = Old National Curriculum Level Ex = Old age related expectations * = Suggested target for new progress measure/age related expectationsGreen: Exceeding expectations (HA)White: On track/Expected (SA)Yellow: Just below expectations/Emerging (PA) Red: Below expectations (LA)E = Emerging D = Developing S = Securing R = Next stage ready

Tracking progress

Reading Attainment:

Year 1 AP1/BL AP2 AP3 AP4 AP5 AP6EOY Target

Stage 1 ready or below (8 APS & below)

St 1 emerging to St 1 secure(9-11 APS)

St 2 - ready(12-13 APS)

St 2 emerging +(14 APS and above)

Writing Attainment:






Mathematics Attainment:






NB: End of year target based on accelerated progress - 5 APS per academic year

Long Term Targets:

•End of Key Stage

•End of year

•Reading,

• Writing

•Maths

Medium Term Targets:

•End of term

•End of half term

•Attainment

•Achievement

AssessmentSuccess depends on assessment which is:

ConsistentAccurateSimple to gatherSimple to recordUniversally understood

Consistency

Means maximumeffect and efficiency

Where next?

Assertive Mentoring:

Proposed start

Proposed pupils

Proposed focus

Targets

Set for all children

withvalue added

Assessment

Accurate and consistent

For pupil tracking and target setting

Pupil support

Early intervention

‘Keep up’ not ‘Catch up’

Staff benefits

• Know where children are• Informed planning• Focussed teaching• Relevant intervention• Accelerated learning• Targets met• Success

Benefits for children

• Focussed teaching• Know here they are• Relevant intervention• Personalised learning• Motivation• Targets met• Success

Parent’s role:

Know your child’s targets

Support them in achieving them

Support the school

Attend Parent Consultations/ meetings with teacher

Assertive Mentoring The Reginald Mitchell Primary School In association with.

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