1. Intervention across KS3 and KS4 Helen Bulbeck Or the difference between the ‘what ifs’ and the ‘so whats’.

2. Preparing the ground... To establish a network of professionals – a collaborative learning community To support you with developing an effective intervention plan for underachieving students in your school To review intervention resources To seek the difference that makes the difference

3. Teachers as researchers It is virtually impossible to create and sustain over time conditions for productive learning for students when they do not exist for teachers. Sarason 1990

4. Learning and performance Watkins, C. 2001 Learning about Learning Enhances Performance. School Improvement Network Research Matters No.13. Institute of Education, University of London. Learning Belief that effort leads to success Belief in one’s ability to improve & learn Preference for challenging tasks Derives satisfaction from personal success at difficult tasks Uses self instructions when engaged in a task Performance Belief that ability leads to success Concern to be judged as able, concern to perform Satisfaction from doing better than others Emphasis on normative standards, competition & public evaluation Helplessness: evaluate self negatively when task is difficult

5. The project design Focus Education, not training Use of inspector bookended support County and school level review and evaluation – not the same as inspection

6. How? In the LA... District model – 11 ‘pathfinder‘ schools September 12 th launch Autumn 07/Spring 08 – support with access and development Summer 08 – share good practice with other schools within the district We will support the professional development of the school intervention team

7. Desirable outcomes? An engagement continuum – from isolation to collaboration: what constructs and T&L approaches do we have as a profession to grow a group of students? AfL processes and materials that make the review and evaluation of intervention possible Management tools for spreading the culture in one classroom across a department (e.g. coaching materials, departmentally generated ped packs, electronic handbook) Monitoring tools: how can we monitor the quality of intervention and evaluate its impact? How can students’ be involved in this process (e.g. structures for questionnaires, skills audits, interviews)

8. What is intervention? Quality first teaching for all - ECM Wave 1 – inclusive, quality first teaching for all Wave 2 – W1 + additional programmes for targeted groups Wave 3 – additional, highly personalised interventions for groups and individuals

9. Data points the way – but it can’t go with you tells you who – but you have to know the how offers a benchmark of success – but children just seek success

10. Lest we forget the good news... Good use of intervention programmes Standards are rising and conversion rates from level 3 are showing a rising trend

11. What helps? Careful selection of target group Programmes which serve particular objectives Short, well focused sessions Follow through Proper resourcing High expectations

12. However... Less than half of students achieve GCSE C+ in English and mathematics. Schools are not doing enough to improve literacy and numeracy skills of students who start year 7 with English and mathematics results that are below average (Ofsted) Some students find it hard to apply what they learn in intervention programmes in their mainstream work and so the learning is not embedded

13. The long term costs... Truancy Exclusion Reduced employment opportunities Poor health e.g. depression, obesity Involvement in crime

14. So what’s different? Particular focus on key students Led by SLT Intervention team Based on the ‘Waves’ model Identified in the school plan – whole school model Building intervention capacity through CPD Not time limited programmes

15. Funding Additional £200 per pupil for new Y7 cohort Continued funding for current Y7 into Y8 Additional £60 per current Y8 pupil to enhance Y9 support progs Support for schools serving areas of deprivation (defined by IMD): 3 levels of funding based on 5+A*-C (incl En/Ma): £135,000, £67,500, £13,500. New funding for all schools based on IMD/FSM (approx £1 million across schools) More able - £170 per pupil whose marks place them in the top 10% of LA Intervention for KS4 - £200 per pupil (based on those below L5 in Eng and Maths in 2006 KS3 tests).

16. What might intervention look like? In school... Web based curriculum planning tool Designed to support teachers Covers reading and writing Uses ‘identify, design, tailor and review’ model Progression maps underpin this

17. What might this look like? In schools... Identify funding and resources for intervention including the school intervention team Establish the intervention team Plan a customised intervention training package Begin to access training Begin to use aspects of intervention training e.g. progression maps, KS4 Study Plus

18. What might this look like? In teaching Concentrates on misconceptions, gaps weaknesses Builds in ‘model – try – apply – secure’ Motivates learning with pace, dialogue Involves pupils Has high expectations Creates a settled and purposeful atmosphere

19. An effective intervention plan Identifies under-performers Pinpoints need Uses resources effectively Translates catch up learning to long term progress Is flexible Results in genuine catch up

20. Study Plus Level 4/low level 5 students who, without support, will not reach C grade 5/6 term programme in an option block, instead of a GCSE course Modular approach Exemplar study units for planning support Linked to progression maps Training programme

21. Unlocking barriers How can we know that the progress and well being of every child is as we would wish it to be? How can we answer this question?

22. And now? Time for you to... GROW!