Welcome!

• 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

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!

Assertive Mentoring

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)

•Targets

•Tracking

•Intervention

•Checking

Child Centred

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?

AssessmentSuccess depends on assessment which is:

• Consistent• Accurate• Simple to gather• Simple to record• Universally understood

Short term assessment

• End of week

• End of lesson

• Work specific

• Informs feedback

• Focus for marking

Maths- weekly tracking

Maths – weekly trackingMaths: S1 Expectation

10

Term:1 18/9/15 Class:2

Partly achieved . Mostly achieved / Fully achieved X

Pla

ce V

alue

1. Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. Count, read and write numbers to 100 in numerals.

X X X X X X X X X X X X . X X X 2. Count in multiples of twos, fives and tens.

. X . X . X X X X X X . . X . . 3. Given a number, identify one more and one less. REG ACTIVITIES TO SOLIDIFY

. X . X X X X X X X X . . X . . 4. Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least.

. X . X X X X X X X X . X X X X 5. Read and write numbers from 1 to 20 in numerals and words.

X X . X X X X X X X X . . X X X

Add

/Sub

6. Read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs.

. X . . . . X . . X . . . X . . 7. Represent and use number bonds and related subtraction facts within 20. HOMEWORK TO BE SENT THIS WEEK TO REINFORCE

X X . X X X X X X X X . . X X X 8. Add and subtract one-digit and two-digit numbers to 20, including zero.

. X . . . . . X . X . . . . . . 9. Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = - 9.

. . . . . . . X X . X . . X . X

M 10. Solve one-step problems involving multiplication and division, by calculating the answer using

concrete objects, pictorial representations and arrays with the support of the teacher. . X . X X X X . . X . . . X . .

Frac

11. Recognise, find and name a half as one of two equal parts of an object, shape or quantity.

. X . . . . . X . . . . . . . . 12. Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.

X . X X X X X X X X X X X X X X

Mea

sure

13. Compare, describe & solve practical probs for: lengths/heights; mass/weight; capacity/volume; time.

X X X X X X X X X X X X X X X X 14. Measure and begin to record the following: lengths/heights; mass/weight; capacity/volume; time (hours, minutes, seconds).

. . . . . X . . X . X . . . . . 15. Recognise and know the value of different denominations of coins and notes.

. X . . X . . . X . . . . X . . 16. Sequence events in chronological order using language such as: before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening.

. . . . . . . . . . X . . . . . 17. Recognise and use language relating to dates, including days of the week, weeks, months and years.

. X . . . . . X X . X . X . . . 18. Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.

X X . X . X X X X X X X X X . X

Geo

m 19. Recognise and name common 2-D shapes (e.g. rectangles, circles and triangles) and 3-D shapes

(e.g. cuboids (including cubes), pyramids and spheres). X X . X X X X . X X X . . X X .

20. Describe position, directions and movements, including half, quarter and three-quarter turns.

X X . X X X . X X X . X X X X X 1-5: St 1 emerging 10.5 6-10: St 1 developing 21 11-15: St 1 securing 63 16-20: St 2 ready 5.3 8 15 16 3 12 11 13 12 14 15 14 14 5 6 15 8 9

Medium term assessment

• End of term

• End of half term

• Attainment

• Achievement

• Attitude

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..

Individual recording sheet to be completed half termly.

This tells us where your child is at in their learning.

Long term assessment

• End of Key Stage

• End of year

• Reading, Writing

• Maths

• Science

What the teachers input into National database

Using same grading system the LEA.

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

• Focused teaching• Know where they are• Relevant intervention• Personalised learning• Motivation• Targets met• Success

Benefits for children

Colour coding

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

Means that the child has exceeded expectations.

• Academic attainment• Learning behaviour • Behaviour

• 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

• 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

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.

Wide application

Any Questions?

?

Parental Role

Parental Role

• 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)

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.

Marking and feedback

Red Yellow Greenvery poor poor satisfactory good very good excellent

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!

Track attitude progress

Attitude Last year

Aut 1 Aut 2 Spr 1 Spr 2 Sum 1 Sum 2

Attendance 98% 96% 92%

Punctuality

Behaviour

Effort

Homework

Uniform

Mentoring Meetings

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

Mentoring meetingsThere 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.

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.

Deciding on child friendly formats

Any Questions?

?

13th October•Parents Evening – To discuss settling in

Thank you!