2. Leading Effective Intervention Objectives To give subject leaders an overview of the Strategy’s plans to refresh and develop intervention and targeted teaching To consider leadership and management issues for subject leaders and to help prioritise them To illustrate the progression maps

3. Intervention What does this mean?language resources What next? What does this mean? How?

4. The context High expectations and challenge in KS3 targets Inclusion of English and mathematics in 5 A* - C Literacy and numeracy demands across the curriculum The White Paper and meeting the needs of individual learners

5. The background Additional funding for personalisation Improvements and effective practice to date Increases in L3 to L5 progress Continuing challenges

6. The big catch up journey % L3 at end of KS2 going to A*-C English 2005 A 9% B 12% C 19% D 21%

7. The big catch up journey % L3 at end of KS2 going to A*-C maths 2005 A 6% B 8% C 10% D 14%

8. Devon’s Mission statement for Intervention in Maths and English In a school where there is good Intervention practice: the needs of all pupils in Years 7 – 11 who are working below age-related expectations and who have the potential to achieve more, are identified and are appropriately provided for, and their progress is monitored Effective practice to ensure this includes: - Intervention is integral to school improvement planning - roles and responsibilities of the school intervention team are clearly defined - there is a clear understanding of progression in Maths and English by all teachers and support staff - lower attaining students are identified, using an appropriate range of data - numerical targets for these pupils are in place - curricular targets are established - teaching is tailored to meet the learning needs of individual pupils - progress towards numerical and curricular targets is monitored and evaluated

9. Where there is good Intervention practice, likely success outcomes are: target pupils make good progress in English and mathematics and this work supports other areas of the curriculum assessment/test or examination results and the progress of the targeted pupils improve English and mathematics staff are better able to recognise and anticipate individual pupils’ strengths and learning needs and include in their lessons approaches to support these needs

10. Success outcomes…… pupils are able to recognise their own learning needs and what to do in order to improve the English and mathematics departments have an enhanced understanding of rigorous approaches to intervention the intervention leader, along with the lead intervention teachers, evaluates the impact of the intervention in English and mathematics and plans and manages further developments as required

11. Identify pupils Assess learning needs Set curricular targets Tailored teaching in main lessons Additional or alternative provision Assess progress against targets Intervention starts with the pupils

12. Intervention language resources What next? What does this mean? How?

13. Intervention team Intervention for pupils in school Intervention leader Lead intervention teacher English Lead intervention teacher maths Teaching assistant(s) Consultant(s) SNS On-line training modules Consultancy Support LA Training Advice From SIP

14. Intervention language resources What next? What does this mean?language How?

15. Individual, personalised provision for low attaining pupils Wave 1: Tailored teaching in classes Wave 2: Wave 1 plus additional, time-limited, tailored intervention support programmes Wave 3: Wave 2 plus increasingly individualised programmes, based on independent evidence of what works

16. High quality inclusive teaching supported by effective whole-school policies and frameworks, clearly targeted on all pupils’ needs and prior learning. This needs to be based in planning and schemes of work that are designed to move all pupils from where they are to where they need to be. Wave 1 teaching anticipates the needs of pupils based on effective use of yearly transition data and information. Wave 1 – Tailored teaching in classes

17. Wave 2 – Wave 1 plus additional, time- limited, tailored intervention support programmes Wave 2 is designed to increase rates of progress and secure learning for groups of pupils, putting them back on course to meet or exceed national expectations. This takes the form of a tight, structured programme of small group support, carefully targeted and delivered by teachers or appropriately skilled teaching assistants to help pupils achieve their learning objectives. This can occur outside (but in addition to) whole class lessons, or, more commonly, be built into mainstream lessons as part of guided work. Critically, intervention support needs to help pupils apply their learning in mainstream lessons.

18. Wave 3 – Wave 2 plus increasingly individualised programmes, based on independent evidence of what works Wave 3 will accelerate and maximise progress and minimise performance gaps. This will involve one-to- one or very small group support via a specialist teacher, highly trained teaching assistant or academic mentor, to support pupils towards the achievement of very specific targets.

19. Discussion questions What are your own school’s strengths and successes in each of the “waves” of provision for low attaining pupils?

20. Intervention language resources What next? What does this mean?language resources How?

21. SNS support for school intervention teams Online self-study modules for KS3 and KS4 intervention Online progression map for mathematics and English

22. Progression maps - an example The competent reader Reads between the lines, seeing meaning that isn't stated directly. Deploys a wide range of active strategies to find and read texts for different purposes. Point 3: Competent reader Pupils who are becoming competent readers have secured sufficient reading strategies, such as phonics, contextual cues, word attack skills and sense of grammar, to tackle new and unfamiliar texts, with confidence, on their own. Whilst they may still read hesitantly on occasions, they possess sufficient self-help strategies to hear their errors and self-correct when necessary. They not only scan ahead to tackle longer, complex sentences; they are beginning to look beyond the sentence to paragraphs, chapters and whole-text layout. Pupils at this stage read for meaning and are willing participants in the imaginative world of the text, visualising, empathising, and making judgements about what they read. Private reading can be a rewarding and self-sustaining activity for them, worthy of the time and energy they invest in it. They see what reading has to offer them.

23. KS4 Study Plus possible time scale December 06 Initial communication to schools to allow forward planning of the curriculum Spring term 07 LA briefings for Study Plus Summer term 07 Study Plus materials and training available

24. Intervention language resources So what? What does this mean?language resources What next? How?

25. LA training and support Intervention funding already in schools’ budgets Progression maps and training modules available on line in December Training and consultancy support for an ‘intervention team’ as part of additional support, where appropriate Training from LA for Lead intervention teachers in English and mathematics (January 29 th and June 21 st ) and for Teaching assistants(February 15 th )

26. Follow-up actions Identify a particular member of SLT who is leading on intervention Identify leading teachers within mathematics and English who will coordinate the work and possibly attend the local authority training or work through the supported self study units being developed Consider the implementation of the ‘Wave’ models and the need for teaching assistants and other support