1. Moving from Levels to Stages
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

2. 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.

3. 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.

4. 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

5. 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.

6. Secure – Most skills are used confidently
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 confidently
Secure – Most skills are used confidently
Exceeding – All skills are used confidently and can be applied in different situations 6

7. EYFS & KS1 Year Group Assertive Mentoring (Stages) Reception Stage 0
Emerging
Secure
Exceeding 1
Stage 1
Developing
Securing 2
Stage 2

8. 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.
EMERGING
DEVELOPING
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

9. Key Stage 2 3 Stage 3 Emerging Developing Securing Ready 4 Stage 4 56
Stage 6

10. 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 children’s skills and knowledge in order to progress to the next Stage.

11. 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 child’s gaps of knowledge and at which sub-stage they are working
These gaps are then addressed using a variety of methods:
Teacher input
Interventions
Individual Targets set for the half-term
Staff will have a mentoring meeting with each child.

12. Mentoring Meetings: Mentor = Teacher Meet every term as minimum
Every half term if needed
Meetings last 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
These are ongoing conversations which identify where pupils are; what they need to do next: how the school will ensure they get there.

13. 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 child’s 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

14. Track attitude progress (Example)
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

15. Attitude Criteria (Example)
Attitude: Colour Code Key
Red
Yellow
Green
Attendance below 90%
Attendance between 90-95%
Attendance exceeds 95%
Often late for school/lessons
Rarely late for school/lessons
Never late for school/lessons
Poor/unacceptable behaviour, repeatedly breaking school rules
Acceptable behaviour most of the time
Excellent behaviour, trustworthy, responsible
Rarely good effort, refusal, tasks often left incomplete
Usually good effort, sometimes needs reminders
Consistently good effort, self-motivated, tasks completed
Homework often not completed or returned
Homework usually completed and returned on time
Homework always completed and returned on time
Rarely in correct uniform, often breaks policy ; jewellery, or forgets PE kit etc.
Usually in correct uniform and follows school policy
Always in correct uniform, adheres to policy i.e. jewellery, PE kit etc

16. Parent’s role: Know your child’s targets
Support them in achieving them
Support the school
Attend the Parent/Carer consultations
Parents can help by doing these things

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

18. Your questions answered
If you have any questions or would like to know more please contact me at via the school office or by or catch me on the gate before or after school