1. Welcome!

2. 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 Today’s aims

3. Why change the way we assess? No more levels. Parents didn’t really understand levels! Gives us the opportunity to find something that works better and puts our children at the centre – more than a number. Raise standards!

4. Assertive Mentoring

6. What is Assertive Mentoring? “Assertive Mentoring brings together many outstanding school systems together in one place. It is a focused, child centred, collaborative approach based on a dialogue about the child’s present and future learning needs.” (G. Downey SIP 2008)

7. The Child TTIC Targets Tracking Intervention Checking Child Centred

8. It incorporates and facilitates: Assessment: Where are the children? Tracking: How are they progressing? Target Setting: What do they need next? Supports: What help is needed?

9. Assessment Success depends on assessment which is: Consistent Accurate Simple to gather Simple to record Universally understood

10. Short term assessment End of week End of lesson Work specific Informs feedback Focus for marking

11. Maths- weekly tracking

12. Maths – weekly tracking

13. Medium term assessment End of term End of half term Attainment Achievement Attitude

14. Maths- Half Termly Assessing Comes in the form of a booklet. Can be set formally or informally. Lets us see where your child is at and gives us their targets for half termly mentoring meetings..

16. Individual recording sheet to be completed half termly. This tells us where your child is at in their learning.

17. Long term assessment End of Key Stage End of year Reading, Writing Maths Science

18. What the teachers input into National database Using same grading system the LEA.

21. Benefits Accurate assessment Informed planning Focused teaching Relevant intervention Accelerated learning Targets met Success

22. Focused teaching Know where they are Relevant intervention Personalised learning Motivation Targets met Success Benefits for children

23. Colour coding Assertive Mentoring is based on a ‘traffic light’ system.

24. Means that the child has exceeded expectations. Academic attainment Learning behaviour Behaviour

25. Assertive Mentoring uses ‘traffic light’ colours to manage attitude and behaviour This approach is clear, concise, consistent and targeted It focuses on good attitudes and behaviours as well as those that need developing It can be adapted for use in any situation that arises within school Means that the child has met expectations. On target Working solidly No negative behaviour

26. Assertive Mentoring uses ‘traffic light’ colours to manage attitude and behaviour This approach is clear, concise, consistent and targeted It focuses on good attitudes and behaviours as well as those that need developing It can be adapted for use in any situation that arises within school Means that the child needs further support with: Meeting their targets Attitude & behaviour

27. Advantages Quick and easy to use and understand. All staff in school use the same approach. Children judge their own learning and behaviour: they are startlingly accurate. Children are empowered to take ownership and control of the way they behave and their attitude to learning. Children who have a good attitude to learning and school life are praised.

28. Wide application

29. Any Questions? ?

30. Parental Role

31. Attend parental meetings with your child Know your child’s targets Support them in achieving them Discuss school – house points, targets, learning etc… Support with completion of Homework ( spellings, reading + additional pieces)

32. Homework Spellings – linked to Read Write Inc Programme Reading – linked to reading assessment. All children need to read 5x’s a week. Times tables – tested weekly at school. To be introduced after Christmas depending on age of pupil.

33. Marking and feedback RedYellowGreen very poorpoorsatisfactorygoodvery goodexcellent  little effort, not your best  many errors  untidy, poor presentation  Objective not achieved  Stop and get help  good effort but could be better  some errors but mostly correct  mostly neat presentation  Objective partly achieved  Continue with care  super effort  no or very few errors  beautifully presented  Objective fully achieved  Go!

34. Track attitude progress AttitudeLast year Aut 1Aut 2Spr 1Spr 2Sum 1Sum 2 Attendance98%96%92% Punctuality Behaviour Effort Homework Uniform

35. Mentoring Meetings

36. Mentoring Meetings (in school): Mentor = Teacher Meet every term Meetings last 10-15 min Must be 1:1 Must be out of class Must be Assertive Shared at parent consultations

37. Mentoring meetings There are 2 main topics for discussion at the meetings between themselves and their mentor: - - attainment - attitude and behaviour A standard form is completed during the meeting to record the discussion and any new targets agreed.

38. Parents Evenings During these meetings we will discuss your child’s academic progress and feedback to you their targets. These sessions are an opportunity to celebrate achievements and look towards the next steps in your child’s learning.

39. Deciding on child friendly formats

41. Any Questions? ?

42. 13 th October Parents Evening – To discuss settling in

43. Thank you!