Intervention across KS3 and KS4

Helen Bulbeck

Or the difference between the ‘what ifs’ and the ‘so whats’.

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

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

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

The project design

Focus Education, not training Use of inspector bookended support County and school level review and

evaluation – not the same as inspection

How?

In the LA . . . District model – 11 ‘pathfinder‘ schools September 12th 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

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)

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

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

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

What helps?

Careful selection of target group Programmes which serve particular

objectives Short, well focused sessions Follow through Proper resourcing High expectations

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

The long term costs . . .

Truancy Exclusion Reduced employment opportunities Poor health e.g. depression, obesity Involvement in crime

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

Funding

Additional £200 per pupil for new Y7 cohortContinued funding for current Y7 into Y8Additional £60 per current Y8 pupil to enhance Y9 support progsSupport for schools serving areas of deprivation (defined byIMD): 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 LAIntervention for KS4 - £200 per pupil (based on those below L5 in

Eng and Maths in 2006 KS3 tests).

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

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

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

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

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

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?

And now?

Time for you to . . .

GROW!