Leading Intervention 3 19th/21st January 2009

CPD overview LI1 16 th /18 th September 9-12 Finstall Role of intervention leader Sources and types of data Identifying pupils for intervention twilight1 14 th October 4-6 Finstall Focus on data for your own school LI2 27 th /28 th November 9-4 Finstall Tracking and spreadsheets Intervention models and approaches Provision mapping twilight2 11 th December 4-6 Finstall Spreadsheet workshop

CPD overview LI3 19 th /21 st January 9-12 Worcester Rugby Club Monitoring and reviewing – pupils and packages Keeping the whole-school perspective Intervention resources twilight3 3 rd March 4-6 Finstall Personalising the intervention package LI4 17 th /15 th June 9-12 Finstall Evaluating the year Planning ahead

Aims of the day Opportunity to reflect on progress Keeping the bigger perspective Linking the quality of teaching, effective use of TAs and intervention

What is going well? What did you plan to do? How far have you got? How successful has it been? How do you know?

The bigger picture Proactive Reactive Exam panic Y11

Self-evaluation In your pairs, Complete the sheet Prioritise areas for development Consider points for action

How good is the teaching? Ofsted : 2 = GOOD …… but what does that look like in the classroom?

Ofsted criteria for good teaching Most learners make good progress because of the good teaching they receive Behaviour overall is good and learners are well motivated Teaching is based on secure subject knowledge. A well structured range of stimulating tasks that engage the learner Work is well matched to the full range of learners needs so that most are suitably challenged Teaching methods are related to the lesson objectives TAs and resources are deployed well Assessment of learners work is regular, consistent and promotes progress

In the classroom Moving from satisfactory to good to outstanding In pairs (then as a table) Write a description to exemplify good teaching If time, consider outstanding teaching

Effective use of a TA suggestions for in-school development

What’s the point? Be realistic – what currently happens in your school? What difference should a TA make to the intervention group?

What’s the point? I like it in the lesson if I am leading a group through an activity. I don’t like it when I end up mostly copying notes for the pupil. It doesn’t feel like I’m really helping them learn. I would like to be able to develop my role so that I’m not just helping pupils to ‘keep up’ with the rest of the class by doing the work for them. I never know what I will be doing until the lesson has begun. Sometimes I worry that I might get the wrong answer because I haven’t had time to prepare. Pupils sometimes have to be encouraged to think for themselves and be independent. I would like help with how best to support this. You’re really making a difference to how pupils feel.

What’s the point? I love it when teachers give us some responsibility and we are able to work with a group. The time flies by and I feel a sense of achievement. In some lessons I might take a group of G&T pupils, in another lesson a group that are struggling. I find it really helpful when there are differentiated learning outomes. It gives me a steer on where I might challenge the pupils a bit more. Sometimes I don’t know what the class are supposed to be learning and I leave the lesson feeling quite confused, never mind the pupils! I know so much about the pupils. Some teachers ask my advice, then I really know I’m helping. I’m really enjoying it, and I know I’m developing professionally.

Identify pupils Assess learning needs Set curricular targets Tailored teaching in main lessons Additional or alternative provision Assess progress against targets

Differences in Roles and Responsibilities Teachers planning long term overview of each lesson baseline resources teach keep records report to parents consult with colleagues participate in meetings to develop IEPs manage behaviour have responsibility for the class Teaching Assistants share & adapt planning adapt resources assist with teaching assist with behavior management observe/record information on student performance out of lesson mentoring & support have responsibility for targeted pupils

Implications for you Card sort time! What are the implications for you as an intervention leader? cpd effective use of TAs built into your intervention plans

TA training modules /secondary/intervention

Intervention key messages Move towards proactive intervention Quality Wave 1 teaching is fundamental The TA is integral to effective intervention Start planning for next year Staffing & timetable decisions are being made now Deliver cpd now to have impact before next year

Action Points Review your Action Points Prioritise the 3 most urgent actions Date for optional twilight 3: Tuesday 3 rd March 4 – 6 Finstall Leading Intervention 4: Wed 17th/Mon 15th June 9 – 12 Finstall