assertive mentoring gorefield primary school in association with
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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.