Assertive Mentoring Gorefield Primary School In association with

Assertive Mentoring

Gorefield 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.

Aims of Assertive Mentoring

• To raise standards for all

• To motivate and involve children

• To inform and involve parents

Why Assertive Mentoring?

‘There is no evidence that increasing the amount of testing will enhance learning.’

(Assessment Reform Group)

In other words...

You don’t fatten the pig...

by weighing it!

You have to feed it!

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

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 )

Assertive Mentoring Model

• Targets and tracking

• Intervene and interact

• Mentor and motivate

• Empower and ensure

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?

Long Term Targets:

•End of Key Stage

•End of year

•Reading, Writing

•Maths

•Science

Track attainment progress

(Exp) Y2 (2B)

FFT Level

School Target

Y3 (2A/3C)

Y4 (3B)

Y5 (3A/4C)

Y6 (4A)

Read 2B 4B 4A 3C 4C 4A 5

Write 2B 4C 4A 3C 4C 4B 5

Maths 2B 4C 4A 2A 3C 3B 4A

Science 2B 4A 4A 3C 3A 4B 5

Medium Term Targets:

•End of term

•End of half term

•Attainment

•Achievement

•Attitude

Track achievement progress

Achieve Read Write Maths Science Attitude

Term 1

Term 2

Term 3

Year

Short Term Targets:

•End of week

•End of lesson

•Work specific

•Informs feedback

•Focus for marking

Marking and feedback

Red Yellow Green

very poor poor satisfactory good very good excellent little effort, not your best

many errors

untidy, poor presentation

Objective not achieved

Stop and get help

good effort but could be better

some errors but mostly correct

mostly neat presentation

Objective partly achieved Continue with care

super effort

no or very few errors

beautifully presented

Objective fully achieved

Go!

Track attitude progress

Attitude Last year

T1 T1 T2 T2 T3 T3

Attendance 98% 96% 92%

Punctuality

Behaviour

Effort

Homework

Uniform

Behaviour:

Support and challenge

Negotiate deals

Involve parents early

Set targets and check

AssessmentSuccess depends on assessment which is:

ConsistentAccurateSimple to gatherSimple to recordUniversally understoodGenerates relevant MTTs

Consistency

Means maximumeffect and efficiency

Mentoring Meetings:• Mentor = Teacher• Meet every term• Meetings last 10-15 min• Must be 1:1• Must be out of class• Must be Assertive

• Shared at parent consultations

Staff benefits

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

Benefits for children

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

Parent’s role:

Know your child’s targets

Support them in achieving them

Discuss school – smileys, targets, learning

Support with completion of Homework

Homework:

Spellings – linked to key word assessment

Reading – linked to reading assessment. All children need to read 5x’s a week.

Times tables – tested weekly at school.