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Assertive Mentoring

Assertive Mentoring. St Eanswythe’s CE Primary School. 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. Today’s hypothesis.

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Assertive Mentoring

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  1. Assertive Mentoring St Eanswythe’s CE Primary School In association with

  2. 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

  3. Today’s hypothesis Assertive Mentoring places the child at the centre of learning and raises achievement for ALL

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

  5. Why Assertive Mentoring? ‘There is no evidence that increasing the amount of testing will enhance learning.’ (Assessment Reform Group)

  6. 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

  7. In other words... You don’t fatten the pig... by weighing it! You have to feed it!

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

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

  10. Assertive Mentoring Model • Targets • Tracking • Intervention • Checking

  11. 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?

  12. Target Setting Not just about: • Paper • Points • Percentages • But also: • People • Potential • Progress • Practicalities

  13. Assertive Mentoring “The Assertive Mentoring system is outstanding. It can have a significant impact upon the motivation and progress of pupils.” (G. Downey, SIP 2008)

  14. PAM is a GIFT • Guaranteed • Integrated • Frequent • Targeted An ongoing dialogue between mentor and child regarding: • Attainment • Achievement • Attitude

  15. Where to start • Age-related expectations

  16. Long Term Targets: • End of Key Stage • End of year • Reading, Writing • Maths • Science

  17. Map required progress

  18. EYFS:

  19. KS1:

  20. KS2: Track attainment progress

  21. Medium Term Targets: • End of term • End of half term • Attainment • Achievement • Attitude

  22. Track achievement progress

  23. Short Term Targets: • End of week • End of lesson • Work specific • Informs feedback • Focus for marking

  24. Marking and feedback

  25. Track attitude progress

  26. Laddishness: • Support and challenge • Negotiate deals • Involve parents early • Set targets and check

  27. Assessment Success depends on assessment which is: • Consistent • Accurate • Simple to gather • Simple to record • Universally understood • Generates relevant MTTs

  28. Consistency Means maximum effect and efficiency

  29. 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

  30. How and how much? • Supply Cover • SLT Support • TAs • PD Day • Consultations • IEP reviews • PPA

  31. Prioritise • What ? • Where? • When? • How? • Who?

  32. Where next? Assertive Mentoring: • Proposed start • Proposed pupils • Proposed focus

  33. Targets Set for all children with value added

  34. Assessment Accurate and consistent For pupil tracking and target setting

  35. Pupil support Early intervention ‘Keep up’ not ‘Catch up’

  36. Checking Making sure the system works

  37. Staff benefits • Know where children are • Informed planning • Focussed teaching • Relevant intervention • Accelerated learning • Targets met • Success

  38. Benefits for children • Focussed teaching • Know here they are • Relevant intervention • Personalised learning • Motivation • Targets met • Success

  39. Parent’s role: • Know your child’s targets • Support them in achieving them • Support the school • Attend the Mentoring meetings

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