Assertive Mentoring

WHAT IS ASSERTIVE MENTORING?

Where mentoring occurs it tends to be conducted by teaching assistants or support services and is perceived as being primarily pastoral in nature. It is aimed at improving behaviour or supporting personal development, with little consideration of academic attainment, achievement or attitude. In brief, mentoring is often a low level, low status activity; involving few children and fewer staff for limited periods and with limited results.

Assertive Mentoring is very different. It involves all children and all staff, all of the time. It is high status, driven by the leadership team and is the central activity to drive forward school improvement and pupil achievement.

Assertive Mentoring is a process rather than an activity. It is a collective term for the key processes of a schools work:

Its key components are:

  • School Self Evaluation
  • Data analysis
  • School improvement planning
  • Target Setting: long, medium and short term
  • Pupil Tracking
  • Intervention and support systems
  • Monitoring
  • Performance Management systems

Its key outcomes are:

  • True Assessment for Learning
  • A personalised curriculum
  • Raised standards for all

It facilitates:

  • Continual and consistent assessment
  • Effective feedback to pupils and parents
  • Pupil and peer-assessment
  • Marking and feedback
  • Home-school partnerships
  • Collection of Systems

    Assertive Mentoring provides the vehicle for ensuring that these often separate entities are brought together and wrapped around the child. The child remains central to the whole process throughout.

    Assertive Mentoring is a guaranteed, regular, one to one dialogue between pupil and mentor. It is evidence based and focussed on ‘The Triple A’:

    • Attainment
    • Achievement
    • Attitude.

    Progress towards long term targets is reviewed as well as the achievement of medium term targets. Further meaningful medium term targets are agreed. Targets are carefully chosen from agreed assessment criteria so as to be both challenging yet achievable and to have the greatest impact on performance. These targets transfer to pupils’ personal mentor files and form the focus of continual assessment, marking, feedback and support.

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