October 8th 2015

Assertive Mentoring Moving from Levels to Stages

Aims: Set out what Assertive Mentoring is How the National Curriculum has changedHow Assertive Mentoring will be usedHow 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.

The Chil

d

T

I

M

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Assertive Mentoring Model

• Targets and tracking

• Interventions

• Mentor and motivate

• Checking

track pupil progress against the targets

Teachers regularly track your child’s progress towards the targets & make sure they stay on

track

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.

The New Curriculum

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

Year Group Assertive Mentoring(Stages)

Reception Stage 0Emerging

SecureExceeding

1 Stage 1

Emerging

DevelopingSecuring

Exceeding

2 Stage 2

Emerging

DevelopingSecuring

Exceeding

EYFS & KS1

Assertive Mentoring at EYFS & Year 1In 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. EMERGING2. DEVELOPING3. 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

3 Stage 3

EmergingDeveloping

SecuringReady

4 Stage 4

EmergingDeveloping

SecuringReady

5 Stage 5

EmergingDeveloping

SecuringReady

6 Stage 6

EmergingDeveloping

SecuringReady

Key Stage 2

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.

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:1. Teacher input2. Interventions3. Individual Targets set for the half-term

Staff will have a mentoring meeting with each child.

How does it work?

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

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 targets2) age related expectations

It will also track attendance, punctuality, behaviour, effort, homework and uniform

Reporting

Attitude Last year

T1 T1 T2 T2 T3 T3

Attendance

98% 96% 92%

PunctualityBehaviour

Effort

HomeworkUniform

Track attitude progress(Example)

Attitude: Colour Code KeyRed 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

Attitude Criteria (Example)

Know your child’s targets

Support them in achieving them

Support the school

Attend the Parent/Carer consultations

Parent’s role:

Benefits for children

• Focused teaching• Know where they are

• Relevant intervention

• Personalised learning

• Motivation• Targets met• Success

If you have any questions or would like to know more please contact me at via the school office or by email klafrenais@stmarysn8.co.uk or catch me on the gate before or after school

Your questions answered