Transcript parents presentation

Welcome!
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
Why change the way we
assess?
• No more levels.
• Parents didn’t really understand levels!
• Gives us the opportunity to find something that
works better and puts our children at the centre
– more than a number.
• Raise standards!
Assertive Mentoring
What is Assertive Mentoring?
“Assertive Mentoring brings
together many outstanding
school systems together in
one place.
It is a focused, child centred,
collaborative approach based
on a dialogue about the child’s
present and future learning
needs.”
(G. Downey SIP 2008)
Child Centred
T
•Targets
C
The
Child
I
•Tracking
T
•Intervention
•Checking
It incorporates and
facilitates:
• Assessment:
Where are the
children?
• Tracking:
How are they
progressing?
• Target Setting:
What do they need
next?
• Supports:
What help is needed?
Assessment
Success depends on
assessment which is:
•
•
•
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•
Consistent
Accurate
Simple to gather
Simple to record
Universally
understood
Short term assessment
• End of week
• End of lesson
• Work specific
• Informs feedback
• Focus for marking
Maths- weekly tracking
A: Place Value, Add and Subtract
1. What is the missing number?
0 2 4 6 8 10
2. What is the value of the 8 in this
number?
83
B: Multiply, Divide and Fractions
2:1
2:2
2:3
3. What number is labelled?
20
15
4. Which numbers are < 15?
12 14 16 18
5. Write this number in numerals.
sixty five
6. There are 30 children in a class. 15
are girls. How many are boys?
7.
20 - 16 =
8.
34 + 10 =
9. Is this true? Write ‘yes’ or ‘no’.
19 + 8 = 8 + 19
10. Use 31 + 23 = 54 to help find:
54 - 31 =
Total (A)
Test Total (A+B+C)
2:4
2:5
2:6
2:7
2:8
2:9
2:10
11.
25 ÷ 5 =
12. Which are the odd numbers?
5 10 15 20
13. What symbol is missing?
3
4 = 12
14. What symbol is missing?
40
4 = 10
15. Is this true? Write ‘yes’ or ‘no’.
8÷2 = 2÷8
16. 5 children share 15 sweets.
How many sweets does each child
get?
17. 6 teams enter a 5-a-side contest.
How many players are in the contest?
18. Write the fraction one quarter in
numerals.
19. How many thirds are in 1 whole?
20. What is
1
of 8 ?
2
Total (B)
R (0-9)
C: Measure and Geometry
2:11
2:11
2:12
2:12
2:13
2:14
2:14
2:15
2:15
2:16
2:17
21. Estimate the height
of a door. Write a, b or c.
a. about 2m
b. about 20cm
c. about 200mm
2:19
22. How many five pence
(5p) coins are the
same value as a
fifty pence (50p) coin?
23. Katie has one pound (£1).
She spends twenty-five pence (25p).
2:20
How much money does she have
left?
24. Which is longest? Write a, b, or
c.
2:21
a. half an hour
b. 40 minutes
c. quarter of an hour
25. Ben arrives at the park at ten
o’clock. He leaves at eleven o’clock.
How many minutes does he spend at
the park?
Total (C)
Y (10-19)
G (20-25)
2:22
Maths – weekly tracking
ths: S1 Expectation
tly achieved
Term:1 18/9/15
.
Mostly achieved
Class:2
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Fully achieved
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1. Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given
number. Count, read and write numbers to 100 in numerals.
2. Count in multiples of twos, fives and tens.
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3. Given a number, identify one more and one less. REG ACTIVITIES TO SOLIDIFY
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4. Identify and represent numbers using objects and pictorial representations including the number
line, and use the language of: equal to, more than, less than (fewer), most, least.
5. Read and write numbers from 1 to 20 in numerals and words.
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9. Solve one-step problems that involve addition and subtraction, using concrete objects and
pictorial representations, and missing number problems such as 7 =
- 9.
10. Solve one-step problems involving multiplication and division, by calculating the answer using
concrete objects, pictorial representations and arrays with the support of the teacher.
11. Recognise, find and name a half as one of two equal parts of an object, shape or quantity.
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12. Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.
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13. Compare, describe & solve practical probs for: lengths/heights; mass/weight; capacity/volume;
time.
14. Measure and begin to record the following: lengths/heights; mass/weight; capacity/volume;
time (hours, minutes, seconds).
15. Recognise and know the value of different denominations of coins and notes.
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16. Sequence events in chronological order using language such as: before and after, next, first,
today, yesterday, tomorrow, morning, afternoon and evening.
17. Recognise and use language relating to dates, including days of the week, weeks, months and
years.
18. Tell the time to the hour and half past the hour and draw the hands on a clock face to show
these times.
19. Recognise and name common 2-D shapes (e.g. rectangles, circles and triangles) and 3-D shapes
(e.g. cuboids (including cubes), pyramids and spheres).
20. Describe position, directions and movements, including half, quarter and three-quarter turns.
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1-5: St 1 emerging 10.5 6-10: St 1 developing 21 11-15: St 1 securing 63 16-20: St 2 ready 5.3
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6. Read, write and interpret mathematical statements involving addition (+), subtraction (-) and
equals (=) signs.
7. Represent and use number bonds and related subtraction facts within 20.
HOMEWORK TO BE SENT THIS WEEK TO REINFORCE
8. Add and subtract one-digit and two-digit numbers to 20, including zero.
15
Medium term assessment
• End of term
• End of half term
• Attainment
• Achievement
• Attitude
Maths- Half Termly
Assessing
• Comes in the form of a booklet.
• Can be set formally or informally.
• Lets us see where your child is at and gives us
their targets for half termly mentoring
meetings..
Individual recording
sheet to be
completed half
termly.
This tells us where
your child is at in
their learning.
Long term assessment
• End of Key Stage
• End of year
• Reading, Writing
• Maths
• Science
What the teachers input into
National database
Using same grading system the LEA.
Benefits
• Accurate assessment
• Informed planning
• Focused teaching
• Relevant intervention
• Accelerated learning
• Targets met
• Success
Benefits for children
• Focused teaching
•
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•
Know where they are
Relevant intervention
Personalised learning
Motivation
Targets met
Success
Colour coding
Assertive Mentoring
is based on a ‘traffic
light’ system.
Means that the child
has exceeded
expectations.
• Academic attainment
• Learning behaviour
• Behaviour
Means that the child
has met
expectations.
• On target
• Working solidly
• No negative behaviour
Means that the child
needs further support
with:
• Meeting their targets
• Attitude & behaviour
Advantages
• Quick and easy to use and understand.
• All staff in school use the same approach.
• Children judge their own learning and
behaviour: they are startlingly accurate.
• Children are empowered to take ownership
and control of the way they behave and their
attitude to learning.
• Children who have a good attitude to learning
and school life are praised.
Wide application
Any Questions?
Parental Role
Parental Role
• Attend parental meetings with your child
• Know your child’s targets
• Support them in achieving them
• Discuss school – house points, targets,
learning etc…
• Support with completion of Homework
( spellings, reading + additional pieces)
Homework
• Spellings – linked to Read Write Inc
Programme
• Reading – linked to reading assessment. All
children need to read 5x’s a week .
• Times tables – tested weekly at school. To be
introduced after Christmas depending on age
of pupil.
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
good effort but could be 
better
some errors but mostly

correct
mostly neat presentation 
super effort
Objective partly achieved 
Continue with care

Objective fully achieved
no or very few errors
beautifully presented
Go!
Track attitude progress
Attitude
Attendance
Punctuality
Behaviour
Effort
Homework
Uniform
Last
year
98%
Aut 1
Aut 2
96%
92%
Spr 1
Spr 2
Sum 1
Sum 2
Mentoring Meetings
Mentoring Meetings
(in school):
• 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
Mentoring meetings
There are 2 main topics for discussion at the
meetings between themselves and their
mentor:
- attainment
- attitude and behaviour
A standard form is completed during the
meeting to record the discussion and any
new targets agreed.
Parents Evenings
• During these meetings we will discuss your
child’s academic progress and feedback to you
their targets.
• These sessions are an opportunity to
celebrate achievements and look towards the
next steps in your child’s learning.
Deciding on child friendly
formats
Any Questions?
13th October
• Parents Evening – To discuss settling in
Thank
you!