ASSERTIVE MENTORING

1
ASSERTIVE MENTORING

• AM is a system that
• Ensures every pupil is set aspirational targets
  for all subjects.
• Provides for a rigorous yet simple system for
  tracking pupils progress.
• Ensures that progress data is fed back to pupils
  quickly and directly.
• Is rewards driven
• Involves the senior leadership and ASTs in giving
  substantial time commitment.

2
WHY ARE WE DOING IT?

• The potential benefits of mentoring are very
  clear. It has the ability to
• Remove current underachievement (CVA measures)
• Support all aspects of the pupils learning
• Remove conflict that may occur between teachers
  and pupils
• Act as a proactive measure given the schools
  changing demographics
• The most direct benefit of mentoring however, is
  its ability when implemented effectively - to
  support pupils to achieve their maximum academic
  potential.

3
PROCESS KS4

• Upper school
• Targets are set at the start of Year 10
• Year 10
• Progress returns are made each month from January
  on an Above, On or Below target basis (AOB).
• This data is reviewed by the AMT who liaise with
  HoDs and HoY/PAM in order to ensure that pupils
  causing concern are monitored. Some may be
  mentored if this is felt appropriate.
• From May of Year 10 the year group begin the
  Assertive Mentoring programme.

4
PROCESS KS4

• Year 11
• Each subject teacher provides Projected Grade
  every month based upon current work and effort.
  This is broken into 2 grades Overall grade
  coursework grade. These grades are checked by
  the HoD.
• Grades are reviewed for all pupils. Pupils who
  were previously identified as underachieving and
  pupils with 3 or more grades below target are
  then assertively mentored. Other pupils may be
  seen by the HoY/PAM or individual HoDs.
• Mentors meet with mentees to address issues and
  monitor progress.

5
PROCESS KS4

• This cycle continues from October until May. In
  addition to data return points, staff can also
  refer pupils who are raising concern at any time.
  These referrals will go to a specified mentor or
  in cases where mentoring is not in place, the
  referral will go to the HoY/PAM. They will then
  liaise with the AMT. The system will have
  capacity for adding these pupils if required.

6
PROCESS KS3

• Targets are set at the start of Year 7 by the
  AMT. These targets are the end of Key Stage 3
  targets.
• Teaching staff then set the end of year targets
  based upon this information. (Discussion may
  need to take place over targets set.)
• Years 78
• Progress returns (AOB) are made at the end of
  Terms 1 and 2.
• This data is reviewed by the AMT and liaison with
  HoY takes place with a view to completing
  parental interviews where necessary.
• Final achievement levels are collected at the end
  of Term 3. At this point targets may be reviewed
  for the following year (Up not Down).

7
PROCESS KS3

• Year 9
• Progress returns (AOB) are made at the end of
  Term 1.
• This data is reviewed by the AMT and liaison with
  HoY takes place with a view to completing
  parental interviews where necessary.
• In Term 2 projected levels are collected in
  January-April.
• These levels are reviewed and pupils causing
  concern (as Year 11) are put onto the Assertive
  Mentoring Programme until after the SATs.

8
HOW WILL THIS IMPACT ON STAFF?

• For all teaching staff
• Increased requirement to provide data on pupils
• Additional meeting time but with a focussed
  agenda
• Removal of confrontation with pupils who dont do
  work required
• Removal of data analysis pressures
• Teacher and pupil relationships are enhanced
• Rigour in the process gives pupils no way out
• Teachers focus remains in the classroom
• For HoDs
• Greater focus on monitoring pupils causing
  concern within their area.
• The additional data meetings will enable a clear
  focus on progress within departments and as such
  should remove these discussions from the usual
  departmental meetings held once per half term.