1. Welcome parents Assertive Mentoring: New Curriculum
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
Outline to parents how pleased you are with the school’s current achievements but you are keen for them to be even better

3. Assertive Mentoring places the child at the centre of learning
Today’s hypothesis
Assertive Mentoring places the child at the centre of learning
and raises achievement for ALL
• The evidence shows that it’s been assertive mentoring that raised achievement in Red Hall

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

5. Why Assertive Mentoring?
It’s a proven system nationally.
It works and it works for ALL pupils.
Assertive Mentoring isn’t for specific children. It’s for ALL pupils. It motivates them to want to do their best.

6. What is Assertive Mentoring?
Assertive Mentoring brings together many outstanding school systems together in one place.
It is a focussed, child centred, collaborative approach based on a dialogue about the child’s present and future learning needs. Peter Boddy
AM is not an initiative. We are doing much of it already. It merely brings everything together making them more straight forward and have greater impact.

7. Assertive Mentoring Model
The Child T I M C
Targets and tracking
Interventions
Mentor and motivate
Checking
Briefly outline the model to parents. It starts with pupils’ targets. The school systematically tracks pupil progress against the targets. Teachers intervene quickly if pupils look like dropping off trajectory. Making sure they keep on track. The mentoring makes sure pupils are crystal clear about how they are progressing; what they need to do next & the help they will be given to get there.

8. 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?
It brings together everything in one place

9. Assertive Mentoring originates from Red Hall Primary School…
high levels of disadvantage
remarkable results
Explain to parents where assertive mentoring originates from so they can see the impact for themselves.
Red Hall serves a catchment which is highly challenging

10. School Context
over 90% of roll in poorest 10% of population nationally
62% FSME
40% SEN
IDACI Ave (School) 6.0
IDACI Ave (Darlington) 49.0
These are the statistics showing the level of challenge facing the school

11. 1997: Bottom of Darlington league table Major Ofsted key issues
54% surplus capacity
Deficit Budget
Category RED school
When Peter Boddy (the person who devised assertive mentoring) started there as Deputy then Head – they were in dire straits!

12. Transformed Results
Implementing the assertive mentoring systems had this scale of impact! These results show the L4+ at the end of KS2. But the results are just as impressive in all classrooms right across the school.

13. High achievement leads to happy pupils
“There is a sense of joy about the school.
The atmosphere is wonderful, smiles abound and pupils are polite and extremely well behaved.”
(Red Hall Primary School
OfSTED Report)
Point out to parents that when pupils are achieving well they are happy. In that sense, it’s transformational.

14. Impact in other schools
Assertive Mentoring impact:
We would not have believed this amount of progress was even possible.
The best example of using assessment we have ever witnessed.
The school is unrecognisable.
(A Darlington Primary School: HMI /Ofsted 2010)
It transfers to work in any other school just as well. This is what happened when it was put into a struggling Darlington School.

15. What caused the improvement?
Assertive Mentoring lies at the heart of the vast majority of the improved outcomes for pupils and has proved a powerful tool in the classroom;
Driving up standards
Accelerating progress rapidly
Transforming pupils’ attitudes
Dramatically impacting on climate
Empowering pupils and staff.
(A Darlington Primary School: HMI /Ofsted 2010)
It was the AM systems that did it

16. Impact elsewhere
I can talk with true passion about the impact of Assertive Mentoring (AM) in my school. As a result of AM outcomes in Maths rose from 68% to 84% (L4+) and from 16% to 37% (L5) in just five months! A fantastic achievement and one we all proud of. (B. Aylett, HT: Montgomery School, Colchester)
We needed Assertive Mentoring to raise attainment and lift us to the next level. This ensured we received ‘outstanding’ in our latest Ofsted. (J. Gleeson, HT: St George’s Primary, Middleton)
These are schools that have just been on one day’s training and ed Eamonn with impact info.
Never has an initiative made such a massive impact so quickly. WOW! Our highest ever result in writing was 67%, it has immediately jumped to 84% and reading went to an incredible 92%!. (Cathy Greenaway)

17. It starts with your children being set targets:
by the senior staff
Teachers work with them with your children
Ambitious & achievable
Pupils motivated by them
Now just go through how the systems work in a little more detial. Tell them about how the target setting works.

18. Long Term Targets: End of Key Stage End of year Reading, Writing Maths
Science
These are set by the SLT

19. Map ambitious progress
(Exp) Y2
(2B) S2E
Y3 (2A/3C) Y4
(3B )S3D
Y5 (3A/4C) Y6
(4B) S4S
Child 1 3C
S3R 3A
S3S 4B
S4D 5C
S5E 5A
S6R/E
Child 2 2B
S2E
S4S
S5D
Child 3 2C
S2R 2A
S2S 3B
S3D 4C
S4E 4A
S5R
Child 4 1B
S1D
Example of 4 children with the formula of 2 sub levels PER YEAR across KS2 (OR 4 NEW SUB STAGES PER YEAR). Ie approx 3.5APS per year which would represent outstanding progress.

20. track pupil progress against the targets
A key part of the system is the tracking of progress towards targets. This is simple and frequent. It makes clear to pupils and parents where pupils are & what needs to happen next
Teachers regularly track your child’s progress towards the targets & make sure they stay on track
track pupil progress against the targets

21. KS2: Track attainment progress
(Exp) Y2
(2B)
School Target
Y3 (2A/3C) Y4
(3A)
Y5 (3A/4B) Y6
(5C)
Read 2B
S2E 5C
S5D 3C
S3R 4C
S4E 4A
S5R
Write 4B
S4S
Maths 2A
S2S
S3E 3B
S3D
Science 3A
S4R
Looking at data this way means you can see the big picture. It’s obvious to the child, the parent and the teacher where this child’s issue is! It’s data that’s easy to understand and makes clear where intervention is needed.

22. Medium Term Targets: End of term End of half term Attainment
Achievement
Attitude
These are set by teachers and are consistent with their LTTs

23. Short Term Targets: End of week End of lesson Work specific
Informs feedback
Focus for marking
These are set by teacher or TA and are always steps towards MTTs

24. Marking & feedback against targets is by colour
Red
Yellow
Green
very poor
poor
satisfactory
good
very good
excellent
little effort, not your best
many errors
untidy, poor presentation
targets not achieved
Stop and get help
good effort but could be better
some errors but mostly correct
mostly neat presentation
targets partly achieved
Continue with care
super effort
no or very few errors
beautifully presented
targets fully achieved
Go!
Inform parents that the school will use a colour coding system for feeding back on attainment, achievement and attitude to pupils and parents. It’s clear and simple.

25. Track attitude progress
Last year T1 T2 T3
Attendance
98%
96%
92%
Punctuality
Behaviour
Effort
Homework
Uniform
We also track progress in attitude using the colour coding system

26. Mentoring Meetings: Mentor = Teacher, TA or SLT
Meet every term as minimum
Every half term if needed
Meetings last min
Must be 1:1
Must be out of class
Must be Assertive
Include parent consultations
Replace IEP reviews
These are ongoing conversations which identify where pupils are; what they need to do next: how the school will ensure they get there.

27. Benefits for children Know here they are Relevant intervention
Focussed teaching
Know here they are
Relevant intervention
Personalised learning
Motivation
Targets met
Success
Why would the children not want this – they get all these things

28. Parental Communication
We will send parents a pupil profile summarising your child’s progress against their targets & age related expectations every half term
You might want to have a copy of the Pupil Profile to show parents what they will be getting. Parents get an updated pupil profile each half term.

29. Parent’s role: Know your child’s targets
Support them in achieving them
Support the school
Attend the Mentoring meetings
Parents can help by doing these things

30. Your questions answered
Now take questions.