In September 2015 we introduced a new system called‘Assertive Mentoring’ to our school.
- to raise standards for all
- to motivate and involve all children in their learning, progress and target setting
- to track and monitor pupils progress to ensure all children meet their targets
- to unpick barriers to progress in either achievement or attitude
- to inform and involve parents in their child’s learning
Assertive Mentoring brings together a whole series of initiatives and policies we already have in the school, it then goes the extra step to improve and make them better.
Assertive Mentoring highlights what a child can do and what they need to do to move to the next level. It allows teacher and pupils to set manageable targets in reading, writing and maths for every term, and to talk to the child in depth about how they are going to meet these. The targets will be reviewed each term or as and when the child meets them. The targets are realistic and manageable for each child to achieve over a term. The targets are then shared with parents during parent consultations so that parents can help their child achieve them even more quickly. This means that all parties involved in supporting the child knows exactly what they can do and what they need to do to move forward. These targets are supported in the classroom with regular marking and feedback; this includes regular Improvement Points for the children to complete to progress with their learning.
Assertive Mentoring is based on a colour coding system
The My Pupil Profile is colour coded using the following criteria. We have also developed a guide for parents explaining the new system and what it means: Assertive Mentoring Guide for Parents.
Attainment: This shows the amount of progress the child has made this year and the attainment at the end of previous years. It is colour coded to show the rate of progress and whether the child met the age related expectations at the end of each year group
The advantages of the system
- Quick and easy to use and understand by all parties
- All staff in the school use the same approach to ensure consistency
- Children judge their own learning (attainment) and behaviour (attitude)
- Parents are clear about how to support their child at home
- Parents have a greater understanding of how well their child is doing
- Children are empowered to take ownership and control over the way they behave and their attitude to learning
- Children who have a good attitude to learning are rewarded and praised
Assertive Mentoring Files
The achievement and attitude targets are set out in a form called My Pupil Profile. See example form linked here Assertive Mentoring\Example My Pupil Profile. The colours indicate how well the pupils are doing with both attainment and attitude and the targets set will relate to the areas the children need to work on or have support with. They are kept in the child’s Assertive Mentoring Folder, along with all assessments and evidence gathered during the term. These are kept in the classroom where the children can access them and are used with the child during the mentoring meetings. This folder will stay with them during their time with us at Stannington First School. The files will be shared with parents during the half termly Parent Consultations. Here is an example of the Parents evening mentoring sheet template.
We are very excited about Assertive Mentoring and all staff are working towards this system being fully embedded by the end of the year. We are planning to monitor and evaluate it as the year progresses. Below is the timescale for the implementation of Assertive Mentoring.
The attached presentation is about our new 2015 initiative: Assertive Mentoring. It explains what it is, showing examples and how it will benefit our school, pupils and parents.
Assertive Mentoring Parental Presentation parents presentation