MARK RUTHERFORD
SCHOOL
EXTERNAL MENTORING
Contents
Key Contacts
Page
Contents
2
Introduction
3
Key Contacts
4
Timings of the week
5
Mentoring Briefing for Mentors
6
Mentor Meeting Form
10
Qualifications
11
Pupil Assessment Information (yrs 10 & 12)
12
Pupil Mentoring Information (yrs 11 & 13)
14
Summary Checklist
17
Student Feedback 2010
18
2
INTRODUCTION
This booklet has been designed to give information about school life and to help and support the
Business Mentors of Mark Rutherford School.
The initial meeting will be arranged with Richard Millard the Head Teacher and once you are happy to
proceed a CRB form will be issued for you to complete.
Once the CRB has been approved which often takes a few weeks you will then be matched with a
student from the school who we feel would benefit from your particular specialities. The Head of House
responsible for the student, you will be mentoring, will work closely with you and be involved with this
process and their Student Support Assistant.
All key contacts can be found on page 4 of this booklet. The Mentor Meeting form that we will ask you
to complete each time you meet with the student can be found on page 10.
We do hope that the information and guidance will give you a flavour of the type of information that the
school generate to support the members of staff, our partners and subsequently the student.
If you wish to be shown around the school and the grounds please do not hesitate to ask and we can
organise that and a map provided of the grounds should you need one.
3
Key Contacts
Name
Title
Email Address
Steve Peacey
Principal
fran.wade@mrus.co.uk
Richard Millard
Head of School
richard.millard@mrus.co.uk
Kelli Foster
Director of Sixth Form
kelli.foster@mrus.co.uk
Ian Nicholls
Head of Sixth Form
ian.nicholls@mrus.co.uk
Cathy Hibbert
Student Support Assistant
Sixth Form
catherine.hibbert@mrus.co.uk
Jo Strong
Head of Woolf House
jo.strong@mrus.co.uk
Karis Venables
Student Support Assistant
Woolf House
karis.venables@mrus.co.uk
Mary Bradley
Head of Blake House
mary.bradley@mrus.co.uk
Niki Scott
Student Support Assistant
Blake House
niki.scott@mrus.co.uk
Fizz Foley
Head of Novello House
fizz.foley@mrus.co.uk
Maria Newbury
Student Support Assistant
Novello House
maria.newbury@mrus.co.uk
Scilla Yates
Head of Turner House
Scilla.yates@mrus.co.uk
Rosa Burrells
Student Support Assistant
Turner House
rosa.burrells@mrus.co.uk
Tracey Reilly
Work Experience Manager
tracey.reilly@mrus.co.uk
4
Timings for Week A and Week B are the same
Timings of the day for Years 7, 8, 10 and 12
Monday, Wednesday, Thursday and Friday
Tutor time/ Registration
Period 1
Period 2
Break
Period 3
Lunch
Period 4
Period 5
Tuesday
Academic Mentoring by invitation
Period 1 and registration
Period 2
Break
Period 3
Lunch
Period 4
Period 5
8.30
8.55
9.55
10.55
11.15
12.15
13.05
14.05
8.55
9.55
10.55
11.15
12.15
13.05
14.05
15.05
8.30
9.20
10.15
11.10
11.30
12.25
13.15
14.10
9.20
10.15
11.10
11.30
12.25
13.15
14.10
15.05
Timings of the day for Years 9, 11 and 13
Monday, Wednesday, Thursday and Friday
Tutor Time/ Registration
Period 1
Period 2
Break
Period 3
Period 4
Lunch
Period 5
Tuesday
Tutor time/Registration
Period 1
Period 2
Break
Period 3
Period 4
Lunch
Period 5
5
8.30
8.55
9.55
10.55
11.15
12.15
13.15
14.05
8.55
9.55
10.55
11.15
12.15
13.05
14.05
15.05
8.30
9.20
10.15
11.10
11.30
12.25
13.20
14.10
9.20
10.15
11.10
11.30
12.25
13.20
14.10
15.05
Mentoring Briefing for Mentors
Aims and Principles of Mentoring
Mentoring
Is a method of facilitating another person’s learning development and performance, by giving support and guidance
to enable them to overcome barriers to their learning and development, in order to promote effective participation,
enhance learning, raise aspirations and achieve potential?
Through mentoring, people are able to:
 Identify barriers
 Find their own solutions
 Develop skills
 Set goals
 Change behaviours and attitudes
 Build confidence and self esteem
 Access hidden potential/talents
 Make a positive contribution
Definitions
Mentors are:
 Role models for their mentees
 Active listeners
 Observers of young people
 Advocates and supporters of young people
 Encouragers
 Critical friends
 Challengers – of assumptions young people may have about themselves
 Target negotiators
6
Key Principles of Mentoring
 Identifying barriers to learning and development
 Helping to remove those barriers
 Setting targets, monitoring progress and providing guidance
 Building confidence and self esteem
 Liaising with key staff in the school
 Contributing to and supporting the school aims and ethos
 Time commitment and reliability
Mentoring skills
 Self awareness
 Understanding of others – empathy
 Commitment
 Interest in developing others
 Understanding of the situation and environment of the mentee
 Sense of humour
 Communication skills
 Willingness to learn
7
Getting Started – First Meeting
 Prepare for the initial meeting
•
What are you looking to get out of this relationship?
•
Open and honest may not always be confidential
 Share background information/career history
 Discuss expectations
•
Yours and theirs
•
Boundaries and “no go” areas
 Establish guidelines
•
Frequency/Ways to communicate
 Agree how you will determine the success of your relationship
 Discuss personal goals set by mentee
 What would success look like
Subsequent Meetings
 Prepare for each meeting – think about how you want to focus the conversation
 Discuss personal goals
•
share specific examples/issues to be addressed
 Continue to share relevant information/experiences
 Identify strengths and weaknesses eg simple SWOT analysis to consider blind spots or begin to uncover
hidden potential
•
disclose feedback received from other sources
 Set actions at end of each meeting – report back on progress at start of next meeting
8
Goal & target setting
GOALl - Short or longer term aim
TARGET -
A means that will enable the goal to be achieved
 Targets should match mentees level and stage of motivation
 Targets should match their confidence and ability to change
 Appropriate targets should be SMART





Smart
Measurable
Achievable
Realistic
Time bound
Self evaluation
Encourage the student to think and resolve their own problems
 What is the issue be specific
 What are the solutions – brainstorm
 What is the best solution - prioritise
5 Golden Rules for Mentoring
 Understand the value of a mentoring relationship and what you hope to gain from the experience
 Agree a “contract” be clear about expectations and boundaries
 Set goals and objectives - review these regularly
 Set an agenda for each meeting
 Set action points at the end of each meeting
9
Mentor Meeting
Mentor: ………………………………………………………….
Date:……………………………….
Mentee: ………………………………………………………….
Key Points of Importance
Targets set
Date and time of next meeting………………………………………………………………(Students to record in planner)
Mentor (signature) …………………………………………………………………………………………….
Mentee (signature) …………………………………………………………………………………………….
10
QUALIFICATIONS
Age groups
Yr 9 is the last year of KS 3- age range is 13 to 14
Yr 10 is the first year of KS 4-the first year of GCSE or equivalent courses, age range of 14 to 15.
Yr 11 is the second and last year for GCSE or equivalent courses, age range of 15 to 16.
Yr 12 is the first year of the sixth form and Yr 13 is the second year -ages vary from 16 to 19
Courses
There is a KS 3 curriculum starting in Yr 7 and finishing in Yr 9. With the removal of SAT’s there is now greater
flexibility in this stage, e.g. starting GCSE RE in Yr 9.
KS 4 GCSE or equivalent
Level 2 course is the equivalent of a A* to C grade
Level 1 course is the equivalent of a D to G
GCSE has grades A* to G-all of these are passes. Adult Literacy and Numeracy are short courses equivalent of half a
GCSE at both level 1 and 2
Applied GCSEs or AGCSE are worth 2 GCSE grades
BTEC courses
BTEC extended certificate is equivalent 2 A*- C
BTEC Diploma is equivalent to 4 A*to C
Vocational courses
Diplomas are equivalent of 7 GCSE’s at A* to C at level 2, and 5 GCSE’s D to G at level 1. There are 3 Diplomas at
level 1 available and 8 at level 2.
A Young Apprenticeship is a BTEC certificate/diploma-2/4 GCSE’s level 2-there are 4 available
Applied GCSEs count as vocational, and in partnership with Bedford College and Shuttleworth College students have
access to a variety of level 1 and 2 courses. In total there are 36 vocational courses on offer from Accountancy to
Fisheries.
Sixth form (Yr 12/13)
A’ level or equivalent- six units studied over two years
AS level-3 units studied in one year normally Yr 12
A’ levels graded A-E, Applied A’ levels (vocational) A-E
Level 3 BTEC subsidiary diploma is equivalent to 1 A‘level
Level 3 BTEC Extended diploma is equivalent to 3 A’levels
11
MARK RUTHERFORD SCHOOL
YEAR 10 STUDENT ASSESSMENTS
AUTUMN TERM – OCTOBER 2012
Student’s Name:
Tutor Group:
Dear
The information below shows the first assessments for .... For each examination subject there is a Target Grade, an
Attainment Grade, and an Effort Grade. These are defined as follows:
The Target Grade is calculated using .....’s Key Stage 2 and 3 results and gives a realistic but challenging ‘target’
he/she ought to be able to achieve with hard work over the course. Attainment Grades give an indication of present
attainment, based on work done during the assessment period. Effort Grades are defined as:
E1 = Excellent, E2 = Good, E3 = Satisfactory, E4 = Disappointing, E5 = Poor
Attendance: (from 6 September until 17 October 2012)
Number of Possible sessions:
57
Percentage attendance:
Number of authorised absences:
11
Number of unauthorised absences:
80.7
0
Behaviour and Achievement:
Number of reported Achievements since 6 September 2012: 0
Number of reported Behaviour incidents since 6 September 2012: 1
Subject
English
Mathematics
Business
French
History
ICT (OCR)3
Religious Education
Science
Travel & Tourism (BTEC)1
Subject Target
Grade
October
Attainment
October Effort
B
B
C
C
B
P
C
B
P
C
D+
D
C
C
n/a
C
A
M
E1
E3
E3
E1
E1
E2
E1
E2
E2
Where applicable:
1
BTEC Grades are D* (Starred Distinction), D (Distinction), M (merit), P (Pass), NP (Not a pass)
2
ICT (DIDA) Grades are D (Distinction), M (merit), C (Credit), P (Pass), NP (Not a pass)
3
ICT (OCR) Grades are D (Distinction), M (merit), P (Pass), NP (Not a pass)
GCSE Grades are A*, A, B, C, D, E, F, G, (all pass grades) or U (ungraded)
‘Ab’ for any course indicates that it is not possible to give a grade due to absence or joining the course late.
There will be an opportunity to discuss these grades with subject teachers at the consultation evening on Thursday 25
October 2012. However, if you have any urgent concerns and would like to speak to somebody, please contact .....’s
Tutor, or Head of House.
12
MARK RUTHERFORD SCHOOL
YEAR 12 ASSESSMENT INFORMATION
OCTOBER 2012
Student’s Name:
Tutor Group:
Dear
The information below shows the first assessments for ...... For each subject there is a Target Grade, an
Attainment Grade, and an Effort Grade. These are defined as follows:
The Target Grade is calculated from .......’s GCSE results, which are matched against students nationally
who have done identical courses, starting with the same GCSE baseline as ......... The Target Grade gives
a challenging target for ....... to aim for in each course. Attainment grades are given based on work done
during the assessment period and give an indication of current performance.
Effort Grades are defined as follows:
E1 = Excellent,
E2 = Good, E3 = Satisfactory,
E4 = Disappointing,
E5 = Poor
This information is intended to provide a starting point for discussion, both in school and at the forthcoming
consultation evening on Thursday 8 November 2012.
Percentage Attendance: (from 6 September to 17 October) 100.0%
Subject
Chemistry
Maths
Further Maths
Physics
Subject Target
Grade
October
Attainment
October Effort
Percentage
Lesson
Attendance
A
A
A
A
A
A
A
A
E1
E1
E1
E1
100.0
96.3
100.0
100.0
Where applicable:
AS Grades are A*, A, B, C, D, E (Pass Grades) and U (Ungraded)
BTEC Grades are D* (Starred Distinction), D (Distinction), M (Merit), P (Pass) or NP (Not yet a pass)
BTEC Level 3 Extended Diplomas are the equivalent of 3 A Levels
BTEC Level 3 Diplomas are the equivalent of 2 A Levels
BTEC Level 3 Subsidiary Diplomas are the equivalent of 1 A Level
BTEC Level 2 Diplomas are the equivalent of 4 GCSEs
NB ‘Target Grades’ may exist even though a subject has been discontinued.
If you have any urgent concerns you would like to discuss, please do not hesitate to contact .......’s Tutor, or
Mr Nicholls, Head of Sixth Form.
13
MARK RUTHERFORD SCHOOL
YEAR 13 MENTORING
STUDENT’S NAME:
TUTOR GROUP: 13T13
MENTOR:
DATE:
SIXTH FORM COURSES
Target
Grade
Subject
General Studies
Mathematics
Music Technology
Physics
A
B
A
B
Attainment
Effort
C
A
B
E2
E1
E2
Predicted
Grade
C
A
B
Percentage
Subject
Lesson
Attendance
87.5
100.0
100.0
100.0
Percentage attendance: (Please enter in box)
Notes from Mentoring Session (including targets):
Target 1:
Target 2:
Target 3 (Personal development ?):
[Continue on reverse if necessary]
Student’s signature:
Parent’s / Carer’s signature:
Tutor’s signature:
Date:
Please pass a completed copy of this form to the Sixth Form Office
14
MARK RUTHERFORD SCHOOL
YEAR 12 MENTORING – AUTUMN 2012
Student’s Name:
Tutor Group:
Mentor:
Date:
A or AS Level
ALPS
Targets
BTEC L3 Sub Dip
BTEC L3 Dip
BTEC L3 Ex Dip
B
Subject
English Literature
Music
Photography
Physics
Percentage attendance:
Subject
Target
Grade
B
B
B
B
October
Attainment
October
Effort
C
C
B
B
E1
E2
E1
E1
Percentage
Lesson
Attendance
96.4
96.4
100.0
100.0
Notes from discussion (including review of previous targets and new targets set)
Targets:


[continue overpage if necessary
Signed
(student)
Signed
Signed
(mentor)
Date
15
(parent/carer)
B
MARK RUTHERFORD SCHOOL
YEAR 11 MENTORING SUMMERY SHEET– AUTUMN 2012
STUDENT’S NAME:
TUTOR GROUP: 11T7
MENTOR:
DATE OF INTERVIEW:
Baseline information
CATs VR
CATs Q
CATs NVR
CATs Mean
KS2 En
KS2 Ma
KS2 Sc
111
113
103
109
5
5
5
Subject
Applied Business
Biology
Chemistry
English
Geography
History
ICT (OCR National)
Mathematics
Physics
RE
Spanish
Target
Grade
Attainment
Effort
Predicted
Grade
A
A
A
A
A
A
D
A
A
A
A
A
B
D
A
B
A
P
B
A*
E
C
E2
E1
E2
E1
E1
E1
E1
E2
E1
E1
E3
A
A
B
A
A
A
D
A
A
C
A
Percentage Attendance: (please enter in box)
Notes from Mentoring Session (including review of previous targets and setting of new targets):
Targets:


[continue overpage if necessary
Student’s signature:
Parent’s / Carer’s signature
Tutor’s signature:
Date:
16
17
18