Today's hypothesis

Today's hypothesis

October 8th 2015 Assertive Mentoring Moving from Levels to Stages Aims: Set out what Assertive Mentoring is How the National Curriculum has changed How Assertive Mentoring will be used How we will report to parents and carers What is Assertive Mentoring? It is a comprehensive system across the core subjects (Reading, Writing, Maths, Science) to assess and monitor progress of individuals based on the New Curriculum. Assertive Mentoring Model T

C The Chil d M Targets and tracking I Interventions Mentor and motivate Checking Teachers regularly track your childs progress track pupil

against towards theprogress targets & make surethe they stay on track targets The New Curriculum Last year (2014), the new National Curriculum was introduced this outlines the skills and knowledge expected in each year group for each subject. The previous system of Levels was scrapped and schools told to find their own way of assessing children and monitoring their progress. The New Curriculum requires children to have an in-depth knowledge of the skills in their year group stage. This means that they will have to be able to apply core skills in a variety of ways.

However, Standard Assessment Tests (SATS) have remained and will still take place at the end of year 2 and year 6. How will we measure progress? Progress is measured in Stages. The Stages correspond to all the skills and knowledge required in that year group. Stage 1 is Y1; Stage 2 is Y2 etc. Each Stage is broken down into sub stages. There are 4 Sub Stages per Stage: Emerging; Developing; Secure & Exceeding Emerging some of the skills have been covered and are used confidently Developing many of the skills have been covered and are used

EYFS & KS1 Year Group Reception Assertive Mentoring (Stages) Emerging Stage 0 Secure Exceeding Emerging 1 Stage 1 Developing Securing Exceeding

Emerging 2 Stage 2 Developing Securing Exceeding Assertive Mentoring at EYFS & Year 1 In Reception, children will continue to be assessed using the Early Learning Goals, which monitor their progress in 7 key areas of development Each area of development

is scored out of 3. 1. EMERGING 2. DEVELOPING 3. SECURE In Year 1, the Assertive Mentoring system will start to be introduced, with children using specific elements of the programme that teachers feel are appropriate Children will be assessed at the Stage that they are working at Stage 0 or Stage 1 Key Stage 2 3

Stage 3 4 Stage 4 5 Stage 5 6 Stage 6 Emerging Developing Securing Ready Emerging

Developing Securing Ready Emerging Developing Securing Ready Emerging Developing Securing Ready Year 2 to Year 6 At the end of last year, all children were assessed using the Assertive Mentoring System and placed at the relevant Stage they were working at. This means that all children within the same year group will not necessarily be at the same Stage.

The Assertive Mentoring system is designed to monitor and address gaps in childrens skills and knowledge in order to progress to the next Stage. How does it work? Assessments will be set for every child, every half term. These assessments cover all the key skills and knowledge in the core subjects (Reading, Writing, Maths & Science) in order for the children to be SECURE at that Stage before being allowed to move on to the next Stage. The assessments provide information as to each childs gaps of knowledge and at which sub-stage they are working These gaps are then addressed using a variety of methods:

1. Teacher input 2. Interventions 3. Individual Targets set for the half-term Mentoring Meetings: Mentor = Teacher Meet every term as minimum Every half term if needed Meetings last 10-15 min Will be 1:1 Will be out of class Will set targets in core subjects and attitude Will feed into the school

report system Reporting Our intention is to pilot a format for reporting to parents with year 5 and 6 this term Have a parents working party to help develop a school wide half-termly reporting format The report will contain a childs progress in the core subjects for each half term and whether they are on track 1) for their personal targets 2) age related expectations It will also track attendance, punctuality, behaviour, effort, homework and uniform Track attitude progress (Example) Attitude Last

year T1 T1 Attendanc e Punctualit y Behaviour Effort Homewor k Uniform 98% 96%

92% T2 T2 T3 T3 Attitude Criteria (Example) Attitude: Colour Code Key Red Yellow Attendance below 90% Attendance between 9095% Often late for Rarely late for school/lessons school/lessons

Poor/unacceptable behaviour, repeatedly breaking school rules Rarely good effort, refusal, tasks often left incomplete Homework often not completed or returned Rarely in correct uniform, often breaks policy ; jewellery, or forgets PE kit Green Attendance exceeds 95% Never late for school/lessons Acceptable behaviour most of the time Excellent behaviour,

trustworthy, responsible Usually good effort, sometimes needs reminders Homework usually completed and returned on time Usually in correct uniform and follows school policy Consistently good effort, self-motivated, tasks completed Homework always completed and returned on time Always in correct uniform, adheres to policy i.e. jewellery, PE kit etc

Parents role: Know your childs targets Support them in achieving them Support the school Attend the Parent/Carer consultations Benefits for children Focused teaching Know where they are Relevant intervention Personalised learning Motivation Targets met Your questions answered

If you have any questions or would like to know more please contact me at via the school office or by email [email protected] or catch me on the gate before or after school

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