1. Click to edit Master title style Secondary Consultancy cpd and direct support www.worcestershire.gov.uk www.edulink.networcs.net

2. Leading Intervention 5 11th January 2011

3. Aims of the session Keeping the bigger perspective Linking the quality of teaching, effective use of TAs and intervention

4. Feedback Exploring the resources: what did you find? What would you recommend? Model of intervention: share your ideas. Use the self-evaluation sheet to help you decide any remaining burning issues.

5. The bigger picture Proactive Reactive Exam panic Y6/11

6. Ofsted criteria for good teaching and learning engagement progress enthusiasm interest diligence motivation pace knowledge, understanding and skills motivation consistency challenge enthusiasm strong subject knowledge imaginative use of resources bringing in new technology formative assessment needs of all detailed feedback responsive to needs

7. In the classroom Moving from satisfactory to good to outstanding In pairs (then as a table) Identify strategies to support the movement from satisfactory to good

8. Next steps – gap task! Self-evaluate Self-evaluation booklets Ofsted booklets Identify issues Plan & deliver cpd Prioritise

9. Effective Use of a TA Be realistic – what currently happens in your school? What difference should a TA make to the intervention group?

10. 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.

11. 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.

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

13. How is it for you? 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

14. 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

15. TA training modules http://nationalstrategies.standards.dcsf.gov.uk/secondary/ intervention Scroll down

16. Exploring good practice The Extra Mile (Secondary) The Extra Mile (Primary) Narrowing the Gaps: from data analysis to impact (The Golden Thread) Breaking the Link between disadvantage and low attainment http://publications.education.gov.uk/ Find the butterflies for your document.

17. Personalising good practice Gap task 2 Choose a group of underachieving learners Run the activity with them Repeat after school action and learner intervention Bring the outcomes to session 7 in June

18. 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

19. Action Points Prioritise the most urgent actions. Leading Intervention 6: Thursday 10 th February8 – 10 Finstall Leading Intervention 7: Thursday 23 rd June 9 – 12 Finstall For the next session: Ask for school attendance/behaviour data and bring to the next meeting.

20. Click to edit Master title style Thank you Secondary Consultancy cpd and direct support www.worcestershire.gov.uk www.edulink.networcs.net