Assertive Mentoring
Gorefield Primary School
In association with
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
Assertive Mentoring places
the child at the centre of
learning.
Aims of Assertive Mentoring
• To raise standards for all
• To motivate and involve
children
• To inform and involve
parents
Why Assertive Mentoring?
‘There is no
evidence that
increasing the
amount of testing
will enhance
learning.’
(Assessment Reform Group)
In other words...
You don’t fatten the
pig...
by weighing it!
You have to feed it!
Learners learn best when they:
 Understand what they
are trying to learn
 Are given feedback
about their work
 Are shown how
to make it better
 Are fully involved
in the process
What is Assertive Mentoring?
“Assertive Mentoring is a
focussed, child centred,
collaborative approach
based on a dialogue about
the child’s present and future
learning needs.”
(G. Downey SIP )
Assertive Mentoring Model
T
• Targets and tracking
• Intervene and interact
E
The
Child
I
• Mentor and motivate
• Empower and ensure
M
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?
Long Term Targets:
•End of Key Stage
•End of year
•Reading, Writing
•Maths
•Science
Track attainment progress
(Exp)
Y2
(2B)
FFT
Level
School
Target
Y3
(2A/3C)
Y4
(3B)
Y5
(3A/4C)
Y6
(4A)
Read
2B
4B
4A
3C
4C
4A
5
Write
2B
4C
4A
3C
4C
4B
5
Maths
2B
4C
4A
2A
3C
3B
4A
Science
2B
4A
4A
3C
3A
4B
5
Medium Term Targets:
•End of term
•End of half term
•Attainment
•Achievement
•Attitude
Track achievement progress
Achieve
Term 1
Term 2
Term 3
Year
Read
Write
Maths
Science
Attitude
Short Term Targets:
•End of week
•End of lesson
•Work specific
•Informs feedback
•Focus for marking
Marking and feedback
Red
very poor
Yellow
poor
satisfactory

little effort, not your best


many errors


untidy, poor presentation

Objective not achieved

Stop and get help
Green
good
very good
excellent

super effort

no or very few errors

good effort but could be
better
some errors but mostly
correct
mostly neat presentation

beautifully presented


Objective partly achieved
Continue with care

Objective fully achieved

Go!
Track attitude progress
Attitude
Attendance
Punctuality
Behaviour
Effort
Homework
Uniform
Last
year
98%
T1
T1
96%
92%
T2
T2
T3
T3
Behaviour:
 Support and challenge
 Negotiate deals
 Involve parents early
 Set targets and check
Assessment
Success depends on
assessment which is:
 Consistent
 Accurate
 Simple to gather
 Simple to record
 Universally understood
 Generates relevant MTTs
Consistency
Means
maximum
effect and
efficiency
Mentoring Meetings:
• Mentor = Teacher
• Meet every term
• Meetings last 10-15 min
• Must be 1:1
• Must be out of class
• Must be Assertive
• Shared at parent consultations
Staff benefits
• Know where children are
• Informed planning
• Focussed teaching
• Relevant intervention
• Accelerated learning
• Targets met
• Success
Benefits for children
• Focussed teaching
• Know where they are
• Relevant intervention
• Personalised learning
• Motivation
• Targets met
• Success
Parent’s role:
 Know your child’s targets
 Support them in achieving them
 Discuss school – smileys, targets, learning
 Support with completion of Homework
Homework:
 Spellings – linked to key word assessment
 Reading – linked to reading assessment. All
children need to read 5x’s a week.
 Times tables – tested weekly at school.