1. Mathematics intervention programmes Wave 2 and Wave 3

2. Aims: To consider issues around planning, implementing, monitoring and evaluating of Mathematics Intervention Programmes To revisit the structure and content of Springboard Maths and Wave 3 Mathematics

3. Three waves of support Wave 1 Quality First Teaching for all children in the class Wave 2 Additional teaching from a teaching assistant for a selected group of children to help them catch up e.g. Springboard Wave 3 Specific targeted intervention for children with SEN Three waves of teaching link the support from teaching assistants and Special Educational Needs to enable all children to make good progress and achieve their potential.

4. Questions to consider: How have you identified which programmes are running in your school? Which ones are running? Which year groups are they running in? How many groups of children are participating in the programmes? How many pupils? If all those pupils make 2+ sub-levels progress, what will the change in attainment look like in your school?

5. Principles of Maths Interventions Supporting focused groups in the numeracy hour and through additional sessions Accelerating progress to achieve age-related NNS objectives Building on success to secure, practise and apply key objectives Providing opportunities for children to talk about their learning and reflect on their progress Linking activities and structure to children’s interests

6. Why Maths Intervention? For groups of children who are not working at age related expectations To accelerate the progress of children who need additional support beyond the numeracy lesson

7. Content of Springboard Maths Springboard is a mathematics intervention programme. The materials focus on key areas of number It is aimed at children in Key Stage 2. Each year group has it’s own programme of work. The programmes are intended to boost those children who are working below the expected level for that year group.

8. Structure of Springboard Designed to be delivered during the first term and a half For groups of 6 – 8 children outside of the daily mathematics lesson (DML) during the weeks when these areas are being taught in the DML There are 10 units of work in each Springboard programme Each unit consists of 2 sessions, of 30 minutes each, that are led by the TA and consolidates work introduced by the teacher in the DML The sessions are essentially oral, with a focus on modelling and demonstrating The units are designed to engage children as active learners

9. Content of Wave 3 Mathematics Designed for children significantly below age- related expectations Targeted at children with SEN in mathematics, but not linked to a specific need Intended to apply mainly to children with difficulties in cognition and learning Not a ‘catch-up’ programme, but an improvement programme Address key areas of mathematical development – addition/subtraction and multiplication/division All key skills in these areas are covered - R, Y2, Y4, Y6 are used as milestones

10. Format Two A4 booklets - Using the pack - Resources and index of games Sets of A4 booklets (Teaching Units), each addressing a particular error or misconception: - CD-ROM (Personalise text) Initial teaching session Short follow-up Spotlight activities Learning checks to assess progress Use a variety of images and models All materials drawn upon are readily available in most schools

11. Screening and selection When deciding which children to target schools will take account of: Information from school’s assessment systems for tracking individual attainment; Information from SEN assessments; Information from EMAS assessments; Planned support from additional adult

12. Purpose of the screening To complement ongoing assessments To help identify children who will take part in the intervention Misconceptions will be highlighted and appropriate interventions can be identified This assessment can be used initially to set a baseline

13. Types of screening available Springboard Assessment (Year 3/4/5) Mathematics Assessment (Foundation/Year 1/Year 2/Year 3/Year 4) Linked to - Wave 3 Maths Teaching Units - Springboard Units - Maths Recovery Interview Schedules

14. Who administers the assessments Either teacher or teaching assistant, however it is important for the teacher to be involved in analysing the assessment results and identifying the appropriate intervention

15. - Where to start the assessment? - Tracking back - Contents: - Assessment objectives - Associated questions - Record of responses - Pupil sheets - Resource sheets - Visual cues - List of resources Guidance for Mathematics Assessment

16. Successfully setting up the intervention programmes Finding a time Finding a place Fitting in with the timetable Informing parents Ongoing support

17. Successful schools plan for the interventions by: Planning in advance for the implementation of the programme Giving time to the teaching assistant for preparation Ensuring that the class teacher and teaching assistant have time to liase Ensuring all appropriate resources are prepared in advance

18. Monitoring and Assessing Successful schools monitor the impact of intervention programmes by: Identifying what the target group has already achieved at the start of the programme and what they need to learn. Tracking individual progress throughout the intervention programme and beyond it

19. Exit strategy Continue to monitor children’s progress in relation to age-appropriate attainment. Set the expectations that the children will be able to apply this learning to their independent work

20. Key messages Relies on partnership between teacher and teaching assistant Systems set up for regular communication Tracking pupil progress Pupils involved in evaluating their own progress Commitment needed from SLT to ensure the intervention takes place

21. Next steps How have you identified which programmes are running in your school? Which ones are running? Which year groups are they running in? How many groups of children are participating in the programmes? How many pupils? If all those pupils make 2+ sub-levels progress, what will the change in attainment look like in your school?