Welcome parents Assertive Mentoring: New Curriculum 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 Outline to parents how pleased you are with the school’s current achievements but you are keen for them to be even better

Assertive Mentoring places the child at the centre of learning Today’s hypothesis Assertive Mentoring places the child at the centre of learning and raises achievement for ALL • The evidence shows that it’s been assertive mentoring that raised achievement in Red Hall

Aims of Assertive Mentoring To raise standards for all To motivate and involve children To inform and involve parents

Why Assertive Mentoring? It’s a proven system nationally. It works and it works for ALL pupils. Assertive Mentoring isn’t for specific children. It’s for ALL pupils. It motivates them to want to do their best.

What is Assertive Mentoring? Assertive Mentoring brings together many outstanding school systems together in one place. It is a focussed, child centred, collaborative approach based on a dialogue about the child’s present and future learning needs. Peter Boddy AM is not an initiative. We are doing much of it already. It merely brings everything together making them more straight forward and have greater impact.

Assertive Mentoring Model The Child T I M C Targets and tracking Interventions Mentor and motivate Checking Briefly outline the model to parents. It starts with pupils’ targets. The school systematically tracks pupil progress against the targets. Teachers intervene quickly if pupils look like dropping off trajectory. Making sure they keep on track. The mentoring makes sure pupils are crystal clear about how they are progressing; what they need to do next & the help they will be given to get there.

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? It brings together everything in one place

Assertive Mentoring originates from Red Hall Primary School… high levels of disadvantage remarkable results Explain to parents where assertive mentoring originates from so they can see the impact for themselves. Red Hall serves a catchment which is highly challenging

School Context over 90% of roll in poorest 10% of population nationally 62% FSME 40% SEN IDACI Ave (School) 6.0 IDACI Ave (Darlington) 49.0 These are the statistics showing the level of challenge facing the school

1997: Bottom of Darlington league table Major Ofsted key issues 54% surplus capacity Deficit Budget Category RED school When Peter Boddy (the person who devised assertive mentoring) started there as Deputy then Head – they were in dire straits!

Transformed Results Implementing the assertive mentoring systems had this scale of impact! These results show the L4+ at the end of KS2. But the results are just as impressive in all classrooms right across the school.

High achievement leads to happy pupils “There is a sense of joy about the school. The atmosphere is wonderful, smiles abound and pupils are polite and extremely well behaved.” (Red Hall Primary School OfSTED Report) Point out to parents that when pupils are achieving well they are happy. In that sense, it’s transformational.

Impact in other schools Assertive Mentoring impact: We would not have believed this amount of progress was even possible. The best example of using assessment we have ever witnessed. The school is unrecognisable. (A Darlington Primary School: HMI /Ofsted 2010) It transfers to work in any other school just as well. This is what happened when it was put into a struggling Darlington School.

What caused the improvement? Assertive Mentoring lies at the heart of the vast majority of the improved outcomes for pupils and has proved a powerful tool in the classroom; Driving up standards Accelerating progress rapidly Transforming pupils’ attitudes Dramatically impacting on climate Empowering pupils and staff. (A Darlington Primary School: HMI /Ofsted 2010) It was the AM systems that did it

Impact elsewhere I can talk with true passion about the impact of Assertive Mentoring (AM) in my school. As a result of AM outcomes in Maths rose from 68% to 84% (L4+) and from 16% to 37% (L5) in just five months! A fantastic achievement and one we all proud of. (B. Aylett, HT: Montgomery School, Colchester) We needed Assertive Mentoring to raise attainment and lift us to the next level. This ensured we received ‘outstanding’ in our latest Ofsted. (J. Gleeson, HT: St George’s Primary, Middleton) These are schools that have just been on one day’s training and emailed Eamonn with impact info. Never has an initiative made such a massive impact so quickly. WOW! Our highest ever result in writing was 67%, it has immediately jumped to 84% and reading went to an incredible 92%!. (Cathy Greenaway)

It starts with your children being set targets: by the senior staff Teachers work with them with your children Ambitious & achievable Pupils motivated by them Now just go through how the systems work in a little more detial. Tell them about how the target setting works.

Long Term Targets: End of Key Stage End of year Reading, Writing Maths Science These are set by the SLT

Map ambitious progress (Exp) Y2 (2B) S2E Y3 (2A/3C) Y4 (3B )S3D Y5 (3A/4C) Y6 (4B) S4S Child 1 3C S3R 3A S3S 4B S4D 5C S5E 5A S6R/E Child 2 2B S2E S4S S5D Child 3 2C S2R 2A S2S 3B S3D 4C S4E 4A S5R Child 4 1B S1D Example of 4 children with the formula of 2 sub levels PER YEAR across KS2 (OR 4 NEW SUB STAGES PER YEAR). Ie approx 3.5APS per year which would represent outstanding progress.

track pupil progress against the targets A key part of the system is the tracking of progress towards targets. This is simple and frequent. It makes clear to pupils and parents where pupils are & what needs to happen next Teachers regularly track your child’s progress towards the targets & make sure they stay on track track pupil progress against the targets

KS2: Track attainment progress (Exp) Y2 (2B) School Target Y3 (2A/3C) Y4 (3A) Y5 (3A/4B) Y6 (5C) Read 2B S2E 5C S5D 3C S3R 4C S4E 4A S5R Write 4B S4S Maths 2A S2S S3E 3B S3D Science 3A S4R Looking at data this way means you can see the big picture. It’s obvious to the child, the parent and the teacher where this child’s issue is! It’s data that’s easy to understand and makes clear where intervention is needed.

Medium Term Targets: End of term End of half term Attainment Achievement Attitude These are set by teachers and are consistent with their LTTs

Short Term Targets: End of week End of lesson Work specific Informs feedback Focus for marking These are set by teacher or TA and are always steps towards MTTs

Marking & feedback against targets is by colour Red Yellow Green very poor poor satisfactory good very good excellent little effort, not your best many errors untidy, poor presentation targets not achieved Stop and get help good effort but could be better some errors but mostly correct mostly neat presentation targets partly achieved Continue with care super effort no or very few errors beautifully presented targets fully achieved Go! Inform parents that the school will use a colour coding system for feeding back on attainment, achievement and attitude to pupils and parents. It’s clear and simple.

Track attitude progress Last year T1 T2 T3 Attendance 98% 96% 92% Punctuality Behaviour Effort Homework Uniform We also track progress in attitude using the colour coding system

Mentoring Meetings: Mentor = Teacher, TA or SLT Meet every term as minimum Every half term if needed Meetings last 10-15 min Must be 1:1 Must be out of class Must be Assertive Include parent consultations Replace IEP reviews These are ongoing conversations which identify where pupils are; what they need to do next: how the school will ensure they get there.

Benefits for children Know here they are Relevant intervention Focussed teaching Know here they are Relevant intervention Personalised learning Motivation Targets met Success Why would the children not want this – they get all these things

Parental Communication We will send parents a pupil profile summarising your child’s progress against their targets & age related expectations every half term You might want to have a copy of the Pupil Profile to show parents what they will be getting. Parents get an updated pupil profile each half term.

Parent’s role: Know your child’s targets Support them in achieving them Support the school Attend the Mentoring meetings Parents can help by doing these things

Your questions answered Now take questions.