King’s Hedges Educational Federation use a system called ‘Assertive Mentoring’.
- to raise standards for all
- to motivate and involve all children in their learning, progress and target setting
- to track and monitor pupils' progress to ensure all children meet their targets
- to unpick barriers to progress in either achievement or attitude
- to inform and involve parents in their child’s learning
Assertive Mentoring highlights what a child can do and what they need to do to move to the next level. It allows teacher and pupils to set manageable targets in reading, writing and maths for every term, and to talk to the child about how they are going to meet these. The targets are reviewed at the end of each term and new ones will be set. The targets are realistic and manageable for each child to achieve over a term.
Assertive Mentoring Form
The Assertive Mentoring form is broken down into different sections that have a colour coding system. Please see an example form here. The colour indicates how well the pupils are doing with both attainment and attitude and the targets set will relate to the areas the children need to work on or have support with. They are kept in the child’s Assertive Mentoring Folder. The targets are shared with parents during parent consultations so that parents can help their child achieve them even more quickly. This means that all parties involved in supporting the child knows exactly what they can do and what they need to do to move forward. These targets are supported in the classroom with regular marking and feedback.
This shows the child’s current attainment level from the last assessments that have taken place. It is colour coded to show whether the child is on track or not. It is coloured as the following:
The child is given a colour for each area: attendance, punctuality, behaviour, effort, reading homework and uniform. See below for the colour coding for each area.
The advantages of the system
- Quick and easy to use and to understand by all parties
- All staff in the school use the same approach to ensure consistency
- Parents are informed of their child’s learning and attitude
- Parents are clear about how to support their child at home
- Parents have a greater understanding of how well their child is doing
- Children are empowered to take ownership and control over their targets to improve their learning, the way they behave and their attitude to learning
- Children who have a good attitude to learning are rewarded and praised
Assertive Mentoring Folders
Each child from Years 1-6 has their own Assertive Mentoring folder. These are kept in the classroom where the children can access them and are used with the child when they review and set new targets. Along with the Assertive Mentoring form, progress in reading and maths assessments are kept in the folder. At the end of each year, the children put two pieces of writing and one piece of theme work that they are most proud of in it. This folder will stay with them during their time with us at King’s Hedges.