Assertive Mentoring Glebelands Primary School In association with

Aims of this Presentation To begin to explain ‘Assertive Mentoring’ To begin to show how it will work in our school To show how it will benefit you and your child

Aims of Assertive Mentoring to raise standards for all to motivate and involve children to inform and involve parents to increase rates of progress

Why bother changing? We have inconsistent results historically at the end of Key Stage Two as picked up by the DFE / Ofsted The school is ‘required to improve’ rather than ‘good’ because pupils do not progress consistently For these two reasons teaching cannot be good In order to gain an ‘outstanding’ judgement on behaviour it needs to be consistently exemplary Most importantly we want your children to attend an outstanding school and so do you!

What do we need to do? Ensure pupils are always actively engaged in their learning with clear personalised targets and consistent feedback to help them to improve their own work and progress By July improve the quality of teaching so that it always ensures pupils make good or better progress We will use assessment information to match learning accurately to pupils’ needs and develop pupils’ independence in their own learning

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

Assessment for Learning ‘... is the single most powerful tool we have for both raising standards and empowering lifelong learners.’ (Assessment Reform Group)

What is Assertive Mentoring? “Assertive Mentoring is a focused, child centred, collaborative approach based on a dialogue about the child’s present and future learning needs.” (G. Downey SIP 2008)

It incorporates and facilitates: Assessment- Where the children are Tracking- How they are progressing Target Setting- What they need to do next Support- Any help is needed

Attitude and Behaviour Behaviour is good at Glebelands but we are aiming for outstanding Attendance requires improvement as it is just below National Expectation (95%+) The children need to be resilient and have a consistently good attitude to learning and school if they are to progress All children wear school colours but some are reluctant and some continually forget PE kit

Key changes - Rewards: Attitudes and behaviours will be discussed at mentoring meetings Positive attitudes and behaviour will be positively rewarded through a daily green spot collection and individual stickers leading to bronze, silver and gold awards Children who are seen working for the good of everyone without being asked will add to their house point collection The whole class will celebrate when everyone gets bronze - those attaining silver and gold will have silver and gold celebrations at the end of the Spring and Summer Terms

Sanctions: Verbal or recognised non-verbal initial warning Time out in class / on playground – reflection (Time out A) Time out in another class – reflection (Time out B) Working in isolation for a period of time (Time out C) Being placed on report (follows Time out C) Exclusion – persistent offender / one off high level event Parents will be informed by letter after 3 time out A sanctions or time out B sanctions - targets will be set for improvement Parents will be informed as soon as possible about the most serious sanctions We hope that use of the most serious sanctions will continue to be very rare.

Inclusion: We are an inclusive school and we are expected to provide what each child needs to achieve and thrive Inclusion does not mean that all children receive the same - it means that all children receive what they need Some children need additional and different provision for a variety of reasons We work with outside agencies and parents to ensure that we meet those needs to the best of our abilities whilst balancing this carefully against the needs of the class

Track attitude progress AttitudeLast year Aut 1 (Half term) Aut 2Spr 1Spr 2Sum 1Sum 2 Attendance98%96%92% Punctuality Behaviour Effort Homework Uniform All areas are assessed against set criteria. Green is good, yellow could be better and red … to be avoided! All criteria will be shared at mentoring meetings.

Consistency Means maximum effect and efficiency!

Where next? Assertive Mentoring: We have started with maths and writing Next are reading, behaviour and attitude Finally science Meetings with children and parents at the start of every half term are planned from November 2012

Benefits for children Focused teaching Know where they are Relevant intervention Personalised learning Motivation Targets met Success Nothing left to chance

Role of Parents: Know your child’s targets Support them in achieving them Encourage development of key skills Support the school Attend any meetings with the children if possible Celebrate success and progress