Intervention Strategy
- 1. InterventionStrategy Rationale The role involvedmanaging intensiveinterventionwiththe year11 studentswhowere performingsignificantlybelow theirtargetgrades.Ananalysisof benchmarkdatacomparedwith performance incontrolledassessments andmockexaminationscoresidentifiedover30 students, predominatelyboys,whowere between1-3gradesbelow expectations. The interventionwas phasedovertwotime window:initiallythe focuswasoninterventionwithcontrolledassessments due towardsthe endof February2016; butthenfocusmovedtowards examinationskills,leading towardsthe endof term. I devisedIndividual InterventionPlans(IIP) foreachstudent. In close liaisonwiththe seniorteamanumberof structuredinterventionswere planned, deliveredandevaluated: 1. I heldintensive twohourafterschool sessionsdesignedtoactuallyreplace existing controlledassessments.These were timetabledontwoeveningsperweekoverasix week period.IdesignedunitsbasedonDescriptionand Narrative writingtoreplace deficit assignments.Studentsinthese sessionswere mainlyonDgrades;but hadtargets of C/B. Over85% of the 23 students (including18 boys) involvedgainedsignificant improvements,achievingtargetgrades orabove.The sessionswere self-containedwith deliveryandassessmentcompletedinone focussedslot.The resourceswere designedto ensure thatstudentswere engagedandkeyskillsdelivered.Icreatedthese andhave placedthemontopowerpoint. 2. The SpokenLanguage studyunitwasalso problematicespeciallywithagroupof twelve boyswithB-A* targets;butstuck at 3-4 gradesbelow target. A timetable wasstructured to allowthree one hoursessionstoreplace the assignment.The resultswere outstanding withall studentsgainingatleastone grade improvement,butfourable boysmovedfrom D gradesto A gradesfor thiskeyassignmentandanotherfromB to A*. 3. Early morningFormperiodswere usedforindividual studentcoaching.These werewell attendedwithchallengingpupilswhomade positive gainswithspecificskillstheyfound difficult.Manyof the boyshad issueswiththe writingpaperandthe shortsharp skills sessionswere popular,takingnomore thantwentyminutes. 4. Groups of aroundtwelve targetstudents were takenoutof Life Skillsforfocusonkey examinationskills.A diagnosticanalysisof essays,mockpapersandexercise books informedthe sequence of lessons.Studentvoice illustratedthe valueof clearlyfocussed sessions,withboysparticularlyhappywithquickfire;butrelevanttasksandimmediate feedback. 5. HolidayClinics:Excellentturnoutwithtargetstudentstothe holidayclinics.The theme was to offerseveral bespokesessionstosupportstudentneed.Thesehada wideraim. Studentswho were GiftedandTalented,forexample,hadanopportunitytoexceedtarget grades.One boyfor example movedfromaB grade to an A*ona keyassignmentinan intensiveday. The EnglishDepartmenthadsufferedanunexpecteddipinperformance in2015. However,in August2016 the school gaineda historichighinGCSE performance.