Assertive Mentoring


Assertive Mentoring – what is it?

We introduced a new system for assessment in September 2014 throughout all primaries within CHAT. It is called Assertive Mentoring. The children are assessed on a half termly basis using clear and precise assessment tasks.

For reading, EYFS and KS1 children complete a verbal assessment which includes a list of key words and a range of comprehension questions to consolidate their understanding. In KS2, children are given a passage of writing (no more than 2 sides of A4) and a written test with comprehension questions to complete. This purposely follows a similar layout to a SATS paper.

In writing, all children are given a task based around a genre of literacy. For example, in autumn 1 all children replied to a letter. The writing assessment also includes a SPAG (Spelling, Punctuation and Grammar) section for all children in years 1 – 6. There is also a focus on planning and self-evaluating their work.

In Maths, the children are given a test to complete independently. Teachers are allowed to read out the questions to the children but are not allowed to support with any of the mathematical understanding.

Each question/section on all of the assessments correlates directly to a statement on the pupil criteria sheets. These statements are lifted from the new curriculum and are also identical to the statements on Target Tracker. The teacher will then work out how many statements a child has achieved through their assessments and give them a step based on this. These pupil criteria sheets are also used to give each child individualised targets for reading, writing and maths.

The most significant development with Assertive Mentoring is that the class teacher acts as a mentor to every child in the class. On the first day of every half term, the class teacher has a 1:1 mentoring meeting with each child. During this meeting the teacher and the child will agree the targets for the forthcoming term. These are then written on a pupil profile which must be signed by the teacher and the child and then sent home for the parent to sign. As well as academic targets, targets are also set for behaviour, effort, uniform, attendance and homework. The pupil profiles are colour-coded and simple to understand.

Please click on the link below to see our ‘Assertive Mentoring Guidance’ document for more information about the Pupil Profile and what the colours mean.


Click here to view our ‘Assertive Mentoring Guidance’ document