Gorefield Primary School In association with Todays aims to - PowerPoint PPT Presentation

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 better — Are 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 T • Targets and tracking • Intervene and interact The E I • Mentor and motivate Child • Empower and ensure M

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 FFT School Y3 (2A/ Y4 Y5 (3A/ Y6 (2B) ¡ Level ¡ Target ¡ 3C) ¡ (3B) ¡ 4C) ¡ (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 ¡ sa*sfactory ¡ good ¡ very ¡good ¡ excellent ¡ li#le ¡effort, ¡not ¡your ¡best ¡ good ¡effort ¡but ¡could ¡be ¡ super ¡effort ¡ • • • ¡ be#er ¡ ¡ many ¡errors ¡ some ¡errors ¡but ¡mostly ¡ no ¡or ¡very ¡few ¡errors ¡ • • • ¡ correct ¡ ¡ un2dy, ¡poor ¡presenta2on ¡ mostly ¡neat ¡presenta2on ¡ beau2fully ¡presented ¡ • • • ¡ ¡ ¡ Objec2ve ¡not ¡achieved ¡ Objec2ve ¡partly ¡achieved ¡ Objec2ve ¡fully ¡achieved ¡ • • • ¡ Con2nue ¡with ¡care ¡ ¡ • Stop ¡and ¡get ¡help ¡ Go! ¡ • •

Track attitude progress Attitude Last T1 T1 T2 T2 T3 T3 year Attendance ¡ 98% ¡ 96% ¡ 92% ¡ Punctuality ¡ Behaviour ¡ Effort ¡ Homework ¡ Uniform ¡

Behaviour: — Support and challenge — Negotiate deals — Involve parents early — Set targets and check

Assessment Success depends on assessment which is: — Consistent — Accurate — Simple to gather — Simple to record — Universally understood — Generates relevant MTTs

Consistency Means maximum effect 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.