Reporting and Academic Mentoring Jersey College for Girls Peter Marett, Assistant Head teacher (Student Progress)

‘Mentoring is a brain to pick, an ear to listen, and a push in the right direction.’ John C Crosby American Politician ‘Teachers assess to test; educators assess to assist learning.’ Dave Carter, June 2002 ‘All assessment is a perpetual work in progress.’ Linda Suske, 2005

Tracking and reporting We must: ensure that students make the best progress possible. track student progress throughout their time at JCG. supply information obtained to students, parents and colleagues. take action and give support to students in order for them to further their learning.

Main tracking and reporting moments Periodic Report Parents Evening Report

Periodic Reports Target Grade (end of Y7, end of Y8, end of Y9, GCSE as appropriate) Current Grade Performance Learner Profile Score For Y12 & 13, we use a predicted grade AS/A2 grade rather than a target grade

Full Reports Target Grade (end of Y7, end of Y8, end of Y9, GCSE) Or Predicted Grade (AS/A2 students) Grade Achieved (Y7, Y8, Y9) Or Current Grade (Y10, Y11, Y12, Y13) Performance +-0 Learner Profile Score Teacher Comment

Sample Comments! From ‘School Reports of the Great and the Good’ Of Stephen Fry, Uppingham School: ‘He has glaring faults and they have certainly glared at us this term.’ Of Winston Churchill, Ascot (aged 9): ‘Very good abilities … He has no ambition – if he were really to exert himself he might yet be first at the end of term’

Learner Profile It is a statement about your daughter as a learner. It is about how they learn and not their level of attainment. It tells your daughter and you about her effort, homework and participation. There are six Learner Profile statements carrying a score of 1-6. You will be able to compare Learner Profile scores in different subjects and work out an average overall.

Learner Profile Descriptors 1.An enthusiastic learner, highly motivated, hard working and independent minded with well developed learning skills. Works extremely well with others and contributes substantially to the progress of the class. 2.Well motivated and independent with good learning skills. Works hard and takes responsibility for her progress. Helpful and considerate to others, often contributing to the progress of the class. 3.Motivated to learn, completes tasks and meets deadlines. Attentive and participates well in class. 4.Often motivated to learn and usually completes tasks and meets deadlines. Usually attentive and participates well in class. 5.Sometimes motivated to learn and occasionally completes tasks or meets deadlines. May be inattentive and may distract others. 6.Rarely motivated to learn and rarely completes tasks or meet deadlines. Distracts others, is inattentive and sometimes disrespectful to teachers or disruptive.

Why we use the Learner Profile? It is not about academic achievement. It is about what makes a good learner. It should be aspirational. Students won’t start with a top score but they should aspire to get there. A student with an excellent approach to learning, who does not always achieve top grades, will have her good qualities recognised and valued. It helps teachers to talk to each individual about how they can improve as a learner. We live in a dynamic, information-rich world where the ability to learn is more important than knowledge itself.

Parent Evenings Use the Periodic Report to guide you as to which teachers you wish to see Have a discussion with your daughter in advance, look at her planner and her work and plan any questions together Make notes in advance Inform teacher by if you wish to discuss something specific so they can prepare Bring your daughter to the meeting There should be a discussion about areas of strength, progress, targets and any action needed to achieve the targets

Parent Evenings arrangements All except Y11 will receive Periodic Report with invitation to the evening Please indicate which teachers you wish to see on the reverse of appointment sheet. A teacher may also specifically request to see you. Your daughter will arrange appointments and the tutor’s role is to check her progress with this Appointments will be either in Chesshire classrooms or the hall If you need to speak for longer with a particular teacher, please let us know so a separate appointment can be made

Year 7 dates 3rd November - Meet the tutor – progress so far. 17 th January – Periodic reports posted 26 th January – Parent Evening 8 th April – Periodic reports posted 24 th June – Summative reports posted

Academic Mentoring Principles Each student should receive individual help, support and guidance in order to fulfil the College’s aim to create an environment which enables everyone to perform at their best. Academic mentoring is an integral part of the tutorial system and academic mentoring sessions are an opportunity for a conversation between a mentor and student related to learning. Academic mentoring enhances the ethos of tracking student progress to ensure that each student knows where they are with their learning, where they have made progress, what they need to do to improve and what targets they need to set to further their progress.

Academic Mentoring Aims To improve student attainment and encourage students to realise the importance of high expectations and empower them to achieve successful learning outcomes To ensure that students feel valued and know that there is somebody available whose role it is to know them well, motivate, press and praise them as necessary in order to assist them with their learning. To help students become more motivated and self-confident, take responsibility for their learning and make informed decisions about their subject or career options To ensure that each student receives individual help, support and guidance. To assist individual students in using the information provided by baseline testing and tracking. To maintain good communication

Academic Mentoring What should you expect? Students should have at least three individual meetings of 15 minutes per academic year with their tutors to discuss their learning and set targets. The period of time allocated for each year has been strategically tied into the assessment calendar. Subject teachers should discuss progress and set targets with individual students regularly at strategic moments during the academic year. The main points of meetings should be recorded in order to maintain good communication between all stakeholders. We are developing our skills of mentoring all the time.

What is your daughter’s role? Think about what she wants to talk about, discuss it with parents and make notes on the sheets provided as directed by her tutor Attend mentoring session with their form tutor three times per year as directed by tutor Assess her strengths and areas to improve in her learning Set targets with guidance from tutors and subject teachers Provide feedback on progress Record outcomes of mentoring sessions and discuss these with you and her subject teachers to identify strategies to help them meet their targets

What is your role as a parent? Know when the tutor-led academic mentoring sessions take place (dates are in Parent Briefing) Discuss the sessions with your daughter Be aware of your daughter’s targets and progress (using planner). The communication of targets was identified as a key area to develop in Parent Survey. Guide, assist and encourage daughter with completion of targets Communicate with tutor if you have any concerns We are aware that there is a direct link between student success and parent involvement in learning

What you will see in the Student Planner AGREED TARGETS SET WITH TUTOR Date: Target(s): Target(s) Deadline: Action points to meet target(s): Done:

Frequently Asked Questions

What should I do if I am concerned about my daughter’s grades? Subject teacher Head of Department Tutor Head of Year Me

My daughter says that her teachers no longer have appointment times for Parents Evening. What should I do? If it is one teacher, please leave a message for that teacher to call you to make an appointment. Contact tutor or Head of Year

I don’t feel that I have finished discussing my daughter’s progress at Parents Evening. Ask the teacher to make a further appointment. Arrange appointment with tutor or Head of Year

Please can we have periodic reports more frequently? Teachers and students want to engage in learning. We don’t want to assess too frequently to the detriment of the learning experience If you are particularly concerned, please contact tutor or Head of Year in order to request an interim report

What action does the College take as a result of tracking student grades? Subject teachers mentoring with students Tutor mentoring with students. Heads of Department monitor and discuss in Department meetings and decide action. Tutors meet in Year teams to identify students needing support and praise. Heads of Year report on grades to Senior Leadership Team and specific action – praise and support - is taken. Parents are contacted and meetings take place as required.

What happens if my daughter is absent and therefore misses her academic mentoring appointment? Tutors will make an alternative individual arrangement.

What should I do if my daughter reports that she has not had an academic mentoring session with her tutor during the period specified in the calendar? Contact tutor Contact Head of Year

I am concerned about the lesson time my daughter misses to attend her academic mentoring session with her tutor. 15 minutes X 3 per year Appointments made in consultation with students Should not ‘hit’ the same subject Worth it

How can I check my daughter’s targets? Planner Encourage independence Encourage communication Contact tutor if you are concerned – use weekly section of planner

How can I support my daughter with her targets? Talk about the goal Discuss what is happening now and why it needs to be improved Ask what options are available to achieve the goal Ask your daughter what she will do. Focus on practical things. Support her with this and check on her progress Ask her to show you the evidence that she has achieved her targets

Can my daughter only talk about learning and progress with school subjects during academic mentoring sessions? Learning should be the main focus in an academic school However, other issues of concern may well be a barrier to learning so students should talk about these

Is one 15 minute session 3 times per year sufficient? Reality is that we are always talking about student learning so it will not and could not be only 15 minutes 3 times per year. Tutors also see their students as a group in tutor time two or three times per week (depending on assemblies). This is an opportunity to follow-up and deal with any immediate issues. Subject teachers should carry out mentoring when appropriate and required

Jersey College for Girls Aspire … to be the best learner possible by using the Learner Profile. Inquire … by asking questions and engaging in learning Excel … by achieving the best grades they can Belong …by being known and feeling known through academic mentoring sessions

Any queries, please feel free to contact me: