1. Welcome parents Helmsley Community Primary School
Learn Together, Play Together, Achieve Together
Welcome parents
In association with

2. Tonight’s Aims? To explain why we need to change
to explain what Assertive Mentoring is
to introduce 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

3. Why do we need to change
The new national curriculum was phased in from Sept 2014.
The new curriculum significantly ‘raised the bar’ in terms of expectation.
transitional phase
From 2015/16 levels will no longer be used to measure performance as they no longer relate to the new NC.
Schools were asked to design their own systems for monitoring progress
Outline to parents how pleased you are with the school’s current achievements but you are keen for them to be even better

4. Why do we need to change The system had to fulfil several goals
Inform teachers about progress and next steps
Inform children about progress and next steps
Inform parents about progress and next steps
Inform senior leaders about progress across the school
Inform external bodies about progress across the school
Outline to parents how pleased you are with the school’s current achievements but you are keen for them to be even better

5. Why do we need to change
Schools were advised not to rush into any assessment system (especially one of the myriad of expensive commercial systems) but to develop an approach over the transitional period which was effective and met the needs of their own school.
Schools were also advised that systems may have to be adapted as a result of the outcomes of the 2015/16 which will be reviewed by the DfE.
Outline to parents how pleased you are with the school’s current achievements but you are keen for them to be even better

6. Why do we need to change
We decided to stick with levels in 2014/15 to help us address our Ofsted targets of giving parents more info on progress.
During this year we will be transitioning to the Assertive Mentoring System and the next few slides will explain why we have chosen to develop this in school.
Outline to parents how pleased you are with the school’s current achievements but you are keen for them to be even better

7. Assertive Mentoring places the child at the centre of learning
Why AM?
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

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

9. 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.

10. 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.

11. 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.

12. 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

13. 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

14. 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

15. 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!

16. 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.

17. 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.

18. 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.

19. 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

20. 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 ed 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)

21. 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.

22. Long Term Targets: End of Key Stage End of year Writing Maths
With reading to come soon.
These are set by the SLT

23. Old NC Level
Old Expection
New PoS
Banding 1B Y1
Stage 1
St 1 Emerging 1A
St 1 Developing
St 1 Securing 2C Y2
St 2 Ready 2B
Stage 2
St 2 Emerging
St 2 Developing 2A Y3
St 2 Securing
St 3 Ready 3C Y4
Stage 3
St 3 Emerging 3B
St 3 Developing
St 3 Securing 3A Y5
St 4 Ready 4C
Stage 4
St 4 Emerging Y6
St 4 Developing 4B
St 4 Securing
St 5 Ready 4A
Stage 5
St 5 Emerging 5C
St 5 Developing
St 5 Securing 5B
St 6 Ready 5A
Stage 6
St 6 Emerging
St 6 Developing 6C
St 6 Securing
St 7 Ready
AM breaks down each NC Year group programme of study into six stages (These can be found on the school website)
Each stage is split into four bands and an aspirational target is set. This requires that children will move through four of these bands in a year. This will represent OUTSTANDING progress.
Medium term targets will help motivate the children through each band to complete a stage. It will also inform teachers of any gaps that need teaching to complete the band.
When a child completes the READY band for each stage it means they have demonstrated an understanding of all the knowledge and skills in their current stage and will move onto the next one.
The new national tests at the end of Key Stage 2 will measure against a ‘National Expectation.’ Guidance from the Department of Educations suggests that under the AM banding system this will be Stage 4 securing.

24. Map ambitious progress
New Expectation Y2
(2A) S2S Y3
(3C/3B) Y4
(3A ) S4S Y5
(4C/4B) Y6
(4A) S6E
Child 1
(High Achieving Child) 3C
S3R 3A
S4R 4B
S5R 5C
S6R
5A/6
S6S/S7R
Child 2
(Upper Middle Achieving Child) 2A
S2S 3B
S3S 4C
S4S 4A
S5S 5B
Child 3
(Lower Middle Achieving Child) 2B
S2E
S3E
S4E
S5E
S6R/E
Child 4
(Low Achieving Child) 1A
S1E
S5R/E
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.
NB. Children currently in Y6 will have only been taught the new curriculum for two years. As a result expectation for these children will not necessarily be as those children lower down the school. This will be reflected in the SAT tests for Y6 this year.

25. 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

26. KS2: Track attainment progress
(Exp) Y2
(2A)
School Target Y3
(3C/3B) Y4
(3A ) S4S Y5
(4C/4B) Y6
(4A) S6E
Read 2A
S2S 5B
S5S 3B
S3S 4C
S4S 4A
Write 2B
S2E 5C
S5D 4B
Maths 3C
S3E
S3D
S4E
Science
S3R 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.

27. Medium Term Targets: End of term / end of half term
Attainment (Maths & Writing / Grammar)
Achievement (Maths & Writing / Grammar)
Attitude to learning
Attendance / Punctuality / Behaviour / Effort / Homework / Uniform
Stored and recorded in each child’s Mentoring File
These are set by teachers and are consistent with their LTTs

28. 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

29. 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

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

31. 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

32. 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.

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

34. What happens next:
Before parent’s evening you will receive a pupil progress report with a guidance leaflet. This will be a starting point and will not yet feature red, amber or green for achievement you will have an opportunity to discuss this in more detail at parent’s evening.
Just before Christmas you will receive your child’s next progress report which will show achievement and progress, as well as attitudes to learning over the term coloured red, amber or green.
Parents can help by doing these things

35. What happens next:
There will be regular items on the newsletter to let you know about the introduction of assertive mentoring and how things are developing.
We will hold another meeting for parents early next term to explain the pupil progress reports in detail. We will also hold a meeting for Y6 parents to explain the new national tests.
Visit the ‘Assertive Mentoring Page’ on the new school website for additional resources and support.
Parents can help by doing these things

36. Helmsley Community Primary School
Learn Together, Play Together, Achieve Together
The children have responded very well to the 1 to 1 mentoring sessions this week and will have another mentoring session at the end of this half-term to review their progress.
This has been a whirlwind guide to assertive mentoring and we will be working hard with the children and yourselves to embed it over the rest of this term. Staff are now available to answer any questions you may have.
Now take questions.