1. Welcome parents Assertive Mentoring: New Curriculum
In association with

2. Aims of Assertive Mentoring
To raise standards for all
To motivate and involve children
To inform and involve parents
Outline to governors how pleased you are with the school’s current achievements but you are keen for them to be even better

3. 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.

4. Assertive Mentoring Model
The Child T I M C
Targets and tracking
Interventions
Mentor and motivate
Checking
Briefly outline the model to governors. 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.

5. 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

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

7. 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)
What have we found at Abraham Moss Community Primary Phase?
HMI comments say the improvements in that school was down to the AM systems

8. It starts with our 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.

9. 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 childrens progress towards the targets & make sure they stay on track
track pupil progress against the targets

10. Mentoring: Who and when?
Mentoring meetings with Pupil Premium children every half term in the first instance.
Parents will be invited in to class to discuss their child’s progress and pupils will lead these conversations about their next steps.
You might want to show the video that you saw on the assertive mentoring conference to show the governors the importance of the mentoring.

11. September 2015
EYFS – will not be using Assertive Mentoring. New baseline tests will feed into target setting from September 2016 for Key Stage Projections.
KS1 and KS2 – Maths, Writing, SPAG, Science and Homework systems.
Half termly assessment in Maths, Reading and Writing. Termly Science assessment.

12. Where next? Looking ahead.
Transition information to be shared.
Each child’s file will be provided to class teachers for September.
Teachers to plan time in September to familiarise their class with the files as these will be a regularly accessed document that pupils will be able to discuss and know their targets.
Individual class targets will be set by PLT and shared with staff for September.
Pupil AM files will be shared with parents to discuss progress and there will be planned workshops where parents will come into class and their child will talk through their progress file.
The files will also provide each child’s progress information for parent review meetings.

13. 1st Year Assertive Mentoring Sept 2015 – July 2016
September 2015 KS1 and KS2
Teachers baseline and analyse gaps from transition information and forward plan coverage and objectives for whole class and intervention using N/C overview and gaps analysis.
Science Baseline
Autumn 1 Half term Test 1 Maths and Writing assessment and gaps analysis.
July 2016
Test 6
KS1 and KS2; Writing, Maths and Science.
Pupil Premium Interviews
December 2015
Test 2
KS1 and KS2 ; Writing, Maths and Science.
Pupil Premium Interviews
Summer 1 Half term Test 5
Maths and Writing assessment and gaps analysis
April 2016
Test 4
KS1 and KS2; Writing, Maths and Science.
Pupil Premium Interviews
Spring 1 Half term Test 3 Maths and Writing assessment and gaps analysis.