34 35 5A St 6 Emerging Stage 6 36 St 6 Developing (+4) 37 6C St 6 Securing 38 St 7 Ready 39 6B 40 41 6A 42 43 7C MEDIUM TERM TARGETS The assessment criteria on the class and pupils records are replicated on individual mentoring records. This allows for easy transference of attainment and progress information in preparation for the mentoring meeting. The same code is used to indicate partly, mostly, fully achieved and is understood by children. Discussion between staff and pupils will focus around the assessment criteria which is already mostly achieved ( / ) and what is required for it to become fully secure (X). Once it is clear that the child understands the criteria and what is required, they will become the child’s personal and medium term targets for that subject and form the basis of marking, feedback, assessment and support if required. If pupils demonstrate full understanding and mastery of the criteria, the teacher awards a cross on the pupil’s tracking sheet; if only partial line; ….a completely wrong…. a dot. . / X Partly achieved Mostly achieved Fully achieved This code allows the teachers’ class records to be updated by overwriting from a dot, to a line, then a cross to provide a continual record of current performance. This is printed and given to the pupils as their record. It is re-printed for pupils every half term after each new half termly test results in an update. That is why there are six columns. A clear picture builds over the year, increasing the evidence base and therefore teacher confidence in the accuracy of the level assigned. Half Term Reports Pupil Assessments – Pupil Self-Assessment and Peer Assessment The school has several systems facilitate pupil and peer assessment. For mentoring purposes the child tracks their own progress towards targets and completes the self assessment sheet before the mentoring meeting. It is then compared with the evidence base in order to challenge or confirm perceptions of performance and behaviour. This is particularly useful for revealing potential barriers to learning, challenging excuses and reflecting on the causes and effects of poor attitude and behaviour. The self-assessment sheet also provides the opportunity to celebrate particular successes and comment on the quality of support received.
34 35 5A Stage 6 St 6 Emerging 36 St 6 Developing (+4) 37 6C St 6 Securing 38 St 7 Ready 39 6B 40 41 6A 42 43 7C MEDIUM TERM TARGETS The assessment criteria on the class and pupils records are replicated on individual mentoring records. This allows for easy transference of attainment and progress information in preparation for the mentoring meeting. The same code is used to indicate partly, mostly, fully achieved and is understood by children. Discussion between staff and pupils will focus around the assessment criteria which is already mostly achieved ( / ) and what is required for it to become fully secure (X). Once it is clear that the child understands the criteria and what is required, they will become the child’s personal and medium term targets for that subject and form the basis of marking, feedback, assessment and support if required. If pupils demonstrate full understanding and mastery of the criteria, the teacher awards a cross on the pupil’s tracking sheet; if only partial ….a line; completely wrong…. a dot. Partly achieved . Mostly achieved / Fully achieved X This code allows the teachers’ class records to be updated by overwriting from a dot, to a line, then a cross to provide a continual record of current performance. This is printed and given to the pupils as their record. It is re-printed for pupils every half term after each new half termly test results in an update. That is why there are six columns. A clear picture builds over the year, increasing the evidence base and therefore teacher confidence in the accuracy of the level assigned. Half Term Reports – Pupil Assessments Pupil Self-Assessment and Peer Assessment The school has several systems facilitate pupil and peer assessment. For mentoring purposes the child tracks their own progress towards targets and completes the self assessment sheet before the mentoring meeting. It is then compared with the evidence base in order to challenge or confirm perceptions of performance and behaviour. This is particularly useful for revealing potential barriers to learning, challenging excuses and reflecting on the causes and effects of poor attitude and behaviour. The self-assessment sheet also provides the opportunity to celebrate particular successes and comment on the quality of support received.
Assertive_mentoring_policy.docx