The National Strategies Programmes of Support for the National Challenge

1 of 14 The National Strategies Secondary The National Strategies Programmes of Support for the National Challenge Core Plus English Element 5a: Intervention and personalisation

2 of 14 The National Strategies Secondary National Challenge Core Plus English programme Element 5a: Intervention and personalisation Rationale Secondary schools are becoming increasingly successful in improving rates of progress for underachieving pupils, yet schools self-evaluation frequently identifies missed opportunities for identifying and addressing pupils needs and barriers to their learning. Intervention is action planned to improve the progress of pupils who are identified as underachieving and at risk of not fulfilling their potential. Intervention supports personalisation when it recognises that pupils encounter barriers to their learning and helps them overcome these barriers. It is designed to ensure that all pupils make good progress in literacy and mathematics and can access the Key Stage 3 and Key Stage 4 curriculum. Effective intervention provision and teaching is more than the application of additional time-limited programmes. Schools that are successful design a continuous, tailored approach linking high-quality first teaching with time-limited additional programmes for pupils who are underperforming, stuck or falling behind across both Key Stages 3 and 4 and individual tuition for pupils who face particularly intransigent barriers to learning or who have much ground to make up. (This is often described as Wave 1, 2 and 3 provision.) Well-designed and targeted intervention is integral to school improvement planning. This element exemplifies the Secondary National Strategy approach and the supporting materials and guidance available on the intervention website: http://www.standards.dcsf.gov.uk/nationalstrategies/intervention Quality standards This six-week improvement programme will enable the English department to review and renew aspects of its intervention provision within the whole-school context, so that: all pupils in Years 7 to 11 who are working below expectations and have the potential to achieve more are identified; the barriers to their learning are appropriately addressed, and their progress is tracked. Identified pupils make good progress in the key areas of literacy and mathematics, close learning gaps and meet or exceed expectations. There is a significant increase in the percentage of pupils making two levels of progress, particularly those moving from level 3 to level 5 in English and mathematics at Key Stage 3, and in those moving from level 5 and level 6 to English and mathematics GCSE grade C and above at Key Stage 4. Well-focused and targeted additional support for pupils is linked to their main learning and teachers direct the work of additional adults to support the identified needs of learners. These adults address pupils particular weaknesses and equip them to work more effectively in lessons. Pupils know their own learning needs and what to do in order to improve. Where available, necessary and appropriate, pupils who face particularly intransigent barriers to learning or who have much ground to make up receive personal tuition.

3 of 14 The National Strategies Secondary And in the longer term The department will: be skilled in identifying the barriers to progress for groups and individuals identify the appropriate resources, and approaches to support pupils improve in the areas where they are under-performing ensure that the work of additional adults complements the work in mainstream lessons. Exemplification This exemplification will address some frequently identified problems with providing intervention support for underperforming pupils as cited by English departments, such as: Significant numbers of pupils do not make the expected rates of progress over each key stage. Evaluation shows that despite following additional programmes of support for English, pupils do not reach expected levels. A limited range of intervention support is available for pupils who are struggling to make progress in English or provision is insufficiently linked to Wave 1 English lessons. This table exemplifies a six-week improvement process. It should be adapted to help the department take action to address its specific issues on intervention, taking into account systems already in place, in order to make measurable progress towards the quality standards outlined above. The table is followed by more detailed further guidance, and then by a review process which will help provide feedback to the Raising Attainment Plan (RAP) management group on progress and outcomes.

4 of 14 The National Strategies Secondary Actions for the senior leadership team (SLT), English and mathematics departments Week 1 SLT with English and mathematics departments Whole-school strategic review of current intervention provision by a development group including the SLT lead, National Challenge adviser (NCA), teachers leading on intervention from the English and mathematics departments, a wholeschool lead on attendance/behaviour for learning and local authority (LA) consultants. Group to consider current provision and its impact against the quality standards to establish areas for improvement or better self-evaluation. Conduct a fast-track supported selfevaluation in relation to priority areas for improvement with reference to the Element 5 quality standards. Agree intervention development action plan for English and mathematics departments, levels of consultancy support needed and monitoring and evaluation processes. English and mathematics SLT line manager with subject leaders (SL) and consultants Prepare department meeting to outline actions, Continuing Professional Development (CPD) and time lines and brief on online intervention training resources. (Consider joint English and mathematics sessions.) Week 2 All English and mathematics teachers with SL and consultant support Department meeting and briefing session to discuss and finalise improvement process and individual contributions. Review prior attainment data, teacher assessment (Assessing Pupils Progress, APP, levels) of current progress and attendance data for each class, and identify all pupils currently judged to be slow moving, stuck or underperforming. Working in pairs, use progression maps in relation to these pupils to agree what their development needs are and how far these are being met effectively in Wave 1 and 2 teaching. Related school leadership and support Meeting time Review of current data, English/mathematics departments self-evaluation information. Consultant support for analysis, action planning and identification of intervention training resources to be used with English and mathematics teachers. Audit availability and assemble current data that will be needed for use in week 3. Resource and quality assure department meeting(s). Support evaluation process and quality assure judgements. Agree viability and resources required by action plan for further development. Review intervention possibilities for all target pupils in vulnerable groups.

5 of 14 The National Strategies Secondary Make recommendations to the development group. Make arrangements for informing and involving parents. Consultants with English/mathematics SLs Review and evaluate Wave 1, 2 (and 3) provision and its impact on pupils learning, for all pupils identified. Plan methods and timescales to confirm, renew or replace Wave 2 provision in relation to each year group over the coming two terms. Look specifically at whether the provision for underachieving boys is likely to provide the necessary support in English. Week 3 SLs, consultants and department intervention leads Provide in-class coaching for teachers and classroom assistants to improve the quality of Wave 1 planning and tailored teaching in relation to targeted pupils. Consultants Arrange training and coaching for teachers and classroom assistants who are setting up renewed or replacement Wave 2 provision for literacy and numeracy support. Week 4 Staff providing Wave 2 and 3 intervention work in pairs, with support from SL, English/mathematics intervention leads and consultants to: plan for effective progression and personalisation, using progression maps and linked lesson sequences on the intervention website tailor intervention support programmes to accelerate and maximise progress of key groups develop specialised, individual provision for pupils with particular and long-standing barriers to learning and progress to minimise any performance gaps. Week 5 As for week 4 Take feedback and progress reports on the coaching and development work. Monitor and review collaborative work across the department to ensure personalised provision in mainstream lessons for all pupils, which: sets suitable learning challenges responds to pupils' diverse learning needs overcomes potential barriers to learning and assessment for individuals and groups of pupils links coherently with, and builds for, pupils on any Wave 2 and 3 provision. Confirm through pupil interviews and parental sampling that individual pupils feel supported by intervention. Give open recognition of the way staff are responding to the challenge of personalising intervention, and maximise support for staff as

6 of 14 The National Strategies Secondary Week 6 Review of outcomes and progress on renewing intervention provision. (See suggested review prompts at the end of this section.) SL and consultant consider: progress towards quality standards levels of personalisation and processes for developing functional and independent learning the capacity of the department to maintain and make further progress on improvements to personalisation and intervention provision. well as for pupils (e.g. minimise cover required by English and maths teachers involved in intervention). Support and quality assure the review, feed back results to RAP management group and agree next steps with SLs. SL, school leadership and consultant agree ways to secure future alignment of impact measures for intervention. Review After six weeks, the RAP management group should be provided with feedback on the following: In reviewing the impact of the improvement activity, the SL and department should aim to make a judgement about how far, and in what ways: Targeted additional support for pupils (Wave 2 and 3) is linked to their main learning (Wave 1) and teachers direct the work of additional adults in the classroom to support the identified needs of these pupils. The progress of pupils identified as needing intervention support is being tracked and they are making good progress. Pupils know their own learning needs and what to do in order to improve. In reviewing the impact of the improvement activity, the SL and line manager should aim to make a judgement about how far, and in what ways: All pupils in Years 7 to 11 who are working below expectations and have the potential to achieve more have been identified and are being appropriately provided for, and their progress is systematically being tracked. The departmental process of pairing together for collaborative work and any professional development opportunities provided have impacted on teachers practice. In reviewing the impact of the improvement activity, SLT intervention lead, NCA, English SL and LA consultant should aim to make a judgement about how far, and in what ways: The department has capacity to sustain renewed or revised approaches to intervention in English and has clear plans for further development of high-

7 of 14 The National Strategies Secondary quality, linked Wave 1, 2 and 3 tailored provision. Any English teachers are in need of further support to provide tailored support for pupils who need it in English. The school has the capacity and expertise needed to provide personal tuition for pupils with particularly intransigent barriers to learning or who have much ground to make up. Parental involvement has been a contributory factor in securing progress, and how this can be further developed. Case studies To sustain and improve the effectiveness of Wave 1, 2 and 3 intervention for pupils who are struggling, slow-moving or under-performing, the SLT should coordinate the work of English and mathematics departments, working with specific teachers who will lead and support the development with their colleagues and work closely with wholeschool leads on behaviour and attendance, and special educational needs. These leaders and teachers can work to provide and support: i. a flexible, responsive and effective intervention programme using Secondary National Strategy (SNS) support and training (http://www.standards.dcsf.gov.uk/nationalstrategies/intervention). ii. a systematic approach to provision and the staff development and evaluation processes needed. by: analysing all data and pupil tracking, identifying professional development needs and supporting a CPD programme communicating with all teachers so that they know the specific curricular targets that pupils are working towards and having extra support on monitoring the level, nature and coherence of support received by individual pupils being responsible for coordinating the English and mathematics departments overall approach and keeping subject colleagues updated and informed. A flexible, responsive and effective intervention programme involves the following processes supported by the SNS Intervention website (http://www.standards.dcsf.gov.uk/nationalstrategies/intervention): 1. Identify target pupils pupils who are below the level expected for their age and/or have the potential to reach the expected level. 2. Identify pupils' learning needs support for this includes: Progression maps help teachers identify the next steps for pupils' learning and offer ideas, examples and advice on teaching. Assessment for Learning (AfL) http://staging.nsonline.org.uk/personalisedlearning/five/afl/ focuses on that on-going process whereby teachers modify their response to pupils lesson by lesson. Assessing Pupils Progress (APP)

8 of 14 The National Strategies Secondary provides a systematic and reliable way of identifying pupils' strengths and weaknesses at chosen points of time. 3. Set curricular targets and allocate pupils to programmes curricular targets for pupils are identified using the Progression Maps, pupils are then allocated to intervention programmes that match their needs. 4. Tailor teaching teachers and teaching assistants tailor their support for identified pupils to address their curricular targets. Ideas and examples for teaching are included in the Progression Maps. 5. Involve parents and other adults in support guidance for extra adult support is also included on the Progression Maps website. 6. Evaluate impact on pupil progress and review next steps regularly review provision to ensure it is progressive, appropriate for pupils and having impact on their attainment. The English Progression Maps www.standards.dcsf.gov.uk/progressionmaps/ An online interactive resource to help teachers to identify critical features of progression in English and mathematics, pinpoint where pupils are struggling, and target teaching and support to meet those needs. The progression maps are central to the National Strategy s plans for boosting the progress of these pupils and underpin the SNS approaches to Intervention and Key Stage 4 Study Plus. Teachers can identify the point where a pupil or a group of pupils is situated on the map and from there, by navigating through the layers of the website, access a range of material designed to help them focus their teaching on the critical next learning steps for these pupils. There are two maps: one for reading and one for writing. Each map identifies ten points in a sequence of progression. For each point on the map there is advice on what the pupil needs to learn next and examples of how this might be taught. Reading Progression Maps Writing Progression Maps Point 1 Developing Reader Point 1 Developing Writer Point 2 Secure Developing Reader Point 2 Secure Developing Writer Point 3 Competent Reader Point 3 Competent Writer Point 4 Secure Competent Reader Point 4 Secure Competent Writer Point 5 Active Reader Point 5 Active Writer Point 6 Secure Active Reader Point 6 Secure Active Writer Point 7 Reflective Reader Point 7 Reflective Writer Point 8 Secure Reflective Reader Point 8 Secure Reflective Writer Point 9 Versatile Reader Point 9 Versatile Writer Point 10 Secure Versatile Reader A systematic approach Point 10 Secure Versatile Writer Critically, all intervention support needs to help pupils apply their learning in mainstream lessons. The National Strategies advocate a systematic approach based on three waves of tailored support: Wave 1 tailored teaching in classes High-quality inclusive teaching supported by effective whole-school policies and frameworks, clearly targeted on all pupils needs and prior learning. Case study examples of tailored shared reading 1. In a Year 9 class, the shared text is the Robert Frost poem Stopping by Woods on a Snowy Evening. There are a number of pupils ( active readers ), whose curricular target is: Explain why I think a writer has chosen certain words or phrases. The teacher prepares some specific questions on the poem that will allow her to engage these pupils in a dialogue designed to promote their thinking in this target area. 2. The shared reading text in Year 9 is taken from a novel by Charles Dickens and is quite challenging. During the whole-class starter activity, a group of pupils sits separately and reads the text in advance with a teaching assistant focusing on difficult vocabulary and long sentences 00745-2008PDF-EN-09 where the syntax poses difficulties. Crown copyright 2008

9 of 14 The National Strategies Secondary Case study example of tailored shared writing In a Year 8 class, the focus is on persuasive writing. The teacher has modelled some techniques of persuasive writing by drafting two or three sentences from an advertising flyer and now invites the class to contribute. She particularly invites contributions from some pupils identified as competent writers who have the curricular target: Vary my sentences in length and structure. She plans to focus on this target when these pupils make suggestions, asking them if they can change their suggested sentence in any way to add variety Trying out guided group work: a possible approach Identify Choose a class that is cooperative and can work independently at times. Then identify a small group of underachievers with the same or similar curricular targets for reading or writing. Design/tailor Plan a guided session designed to address the curricular target and tailor it to match the learning styles of the group. You will need to fit it into a lesson where there is an opportunity for the rest of the class to work independently for about 20 minutes. A suggested teaching sequence for guided reading/writing: introduction to text or text features teacher clarifies task and objectives or sets focus for reading/writing teacher revises and checks reading/writing strategies independent reading/writing task teacher can intervene where needed return to the text that has been read or written focused questioning and discussion where pupils share their responses review (feedback and reflection) if possible, arrange for a teacher colleague, consultant or a teaching assistant to support the lesson on your first try.

10 of 14 The National Strategies Secondary Evaluate Reflect on the outcomes, ideally with the help of a colleague: what went well? were you able to intervene directly to support individual pupils? what was the impact on pupils learning? were there any practical problems? How could these be solved? Guided group work a transcript Teacher: What we re going to be doing is very similar to what everybody else is doing. We re going to have a look at chapter 16 and we re going to practise our ''infer'' and ''deduce'' skills again. Now can somebody remember for me what do I mean by ''infer'' and ''deduce''? Pupil 1: To get out of the text through, um, give evidence. Teacher: So when you focus on the beginning and end of the chapter, again you re going to have a look for character and atmosphere, underlining anything that you think the writer has used to suggest something to the reader. Do you remember what we were doing earlier with the whole class? What were you doing to find your evidence? Pupil 2: Skim printing the line. Teacher: That s right. You were skim reading through it, Curtis, well done. And every time you found something that was useful, you underlined it. That s what you re going to do again you re going to text mark. Once you ve got your evidence, Nathan, you told us before, what do you do with it? Pupil 3: You say something s wrong. Use the evidence to prove a point. Teacher: Good. So you then jot down in the margin what point that proves what are you going to tell me later on. Do you remember what we said about sentence length? (pause) Um, Dennis? Pupil 4: You build tension with a short sentence. Teacher: Excellent. Well done. What about repetition? What does repetition mean?... Wave 2 as for Wave 1 above, plus additional time-limited, tailored intervention support programmes Tight, structured programmes of small group support designed for groups of pupils to put them back on course to meet, or exceed, national expectations. These occur outside (but in addition to) whole-class lessons, or are built into mainstream lessons as part of guided work. The materials developed and recommended by the SNS are Literacy Progress Units (sequences of teaching sessions to support spelling, reading and writing); for example, organising and shaping writing http://staging.nsonline.org.uk/secondary/keystage3/all/respub/en_lpu_s

11 of 14 The National Strategies Secondary Key Stage 4 Study Plus Study Plus is a Wave 2 intervention programme whose aim is to help pupils attain five GCSEs, including English and mathematics, at grade C or above. After one year of Study Plus, there was evidence from the majority of pilot schools that the pupils would gain better grades than had been predicted in Year 9. Study Plus does not carry any accreditation itself. By strengthening crucial skills in English and/or mathematics, Study Plus aims to help pupils learn better in their GCSE subject lessons and gain better results at the end of the course. By improving literacy and numeracy, together with improved learning skills, this will impact on the wider curriculum. In some pilot schools, teaching assistants have been able to support Study Plus pupils in GCSE lessons to help secure the transfer of learning. In other schools, the planning of Study Plus units has taken account of topics in different GCSE courses. A key role of the Study Plus teacher and teaching assistant (TA) is, therefore, to create for individual pupils active links between their Study Plus learning and their GCSE work. If pupils access Study Plus as an option subject, they will take one less GCSE. It is important that the pupils and their parents are aware of the implications of this. In the Study Plus pilot schools, parents have been very receptive to the idea that taking one less subject in an attempt to gain better grades in the others is a sensible trade-off/strategy for certain pupils. See Study Plus handbook. DCSF ref. 00327-2007BKT-EN, which outlines the fundamental principles of the approach and gives an introduction to the English sample units: http://staging.nsonline.org.uk/secondary/keystage4/respub/studyplus Example of a Key Stage 4 Study unit Wish you were here Lesson Lesson overview Homework opportunities 1 Introduction to topic and assessment questions; commenting on the effect on the reader of writers language choices. 2 Identifying and commenting on the effect of words and phrases. 3 Explaining why a writer has chosen certain words and phrases. 4 Understanding the role of certain language features and learning how to comment on them. 5 Pupils begin to draft short paragraphs explaining writers use of language. 6 Pupils write commentary on holiday brochure material and prepare their presentations. 7 Pupils make their presentations and undertake peer assessment. Cloze exercise on resort food outlets.

12 of 14 The National Strategies Secondary Wave 3 as for Wave 2 above, with increasingly individualised programmes This will involve one-to-one or very small group support via a specialist teacher, highly trained TA or academic mentor using, for example: Reading challenge materials: http://publications.teachernet.gov.uk/default.aspx?pagefunction=searchresults&ft=029 3-2003&pn=1&rpp=1&ShowHide=4&Area=1 This resource shows how to provide one-to-one coaching to overcome pupils barriers to reading, including: lack of confidence and negative attitudes to reading lack of good reading habits as they have read so little failure to benefit from independent reading because they consistently select from an inappropriate range of texts inability to engage with the meaning of texts even though the reading is fluent few useful strategies to help them engage with texts. Writing challenge materials: http://staging.nsonline.org.uk/secondary/keystage3/all/respub/en_wr_chall This resource shows how to provide one-to-one coaching to overcome pupils barriers to writing including: spelling sentences lack of detail and interest and/or lack of variety in sentences making links poor use of connectives planning and paragraphs poor paragraphing and planning for structure style difficulty in matching style to purpose and audience punctuation. Resources Assessment for Learning (AfL) strategy (DCSF ref: 00341-2008DOM-EN) agemode=publications&productid=dcsf-00341-2008 Assessment for learning (AfL) folder (DCSF ref: 0043-2004 G) http://www.standards.dcsf.gov.uk/nationalstrategies/secondary/keystage3/all/respu b/afl_ws Assessing Pupils Progress in English http://www.standards.dcsf.gov.uk/nationalstrategies/secondary/framework/english/s gs/atspt/app Consultancy package to support intervention (SNS) http://www.standards.dcsf.gov.uk/nationalstrategies/secondary/keystage3/all/respu b/con_wrkgwithschs Evaluating intervention in English (DCSF ref: 00632-2007DOM-EN) agemode=publications&productid=dcsf-00632-2007& Improving the use of data website (guidance, advice and examples of using data to evaluate and improve school performance). http://www.nationalstrategiescpd.org.uk/public_content/esp/getting_started/getting_ started_1_1.html

13 of 14 The National Strategies Secondary Welcome to Intervention Online Training www.standards.dcsf.gov.uk/nationalstrategies What do we think of how we support pupil progress? (DCSF ref: 03870-2006DOM-EN) agemode=publications&productid=dfes-03870-2006& agemode=publications&productid=dcsf-00632-2007& KS4 self-evaluation: student target sheets (DCSF ref: 03870-2006DOM-EN) agemode=publications&productid=dfes-03870-2006& Level 2 Foundation Units www.standards.dcsf.gov.uk/nationalstrategies Literacy Progress Units http://www.standards.dcsf.gov.uk/nationalstrategies/secondary/keystage3/all/respu b/en_lpu_s Making the most of English test information (DCSF ref: 00829-2007) agemode=publications&productid=dfes-03870-2006& Quality standard for intervention in English and mathematics (DCSF ref: 00632-2007DOM-EN) agemode=publications&productid=dcsf-00632-2007& Reading Challenge (DCSF ref: 0293-2003) http://publications.teachernet.gov.uk/default.aspx?pagefunction=searchresults&ft= 0293-2003&pn=1&rpp=1&ShowHide=4&Area=1 Renewed Secondary Framework www.standards.dcsf.gov.uk/nationalstrategies Study Plus handbook (DCSF ref: 00327-2007BKT-EN) http://www.standards.dcsf.gov.uk/nationalstrategies/secondary/keystage4/respub/st udyplus Subject leader development meetings materials agemode=publications&productid=dfes-03870-2006& agemode=publications&productid=dcsf-00632-2007& Targeting Level 4 in Year 7 English (DCSF ref: 0104/2003 and 0105/2003) http://publications.teachernet.gov.uk/default.aspx?pagefunction=searchresults&ft= 0104-2003&pn=1&rpp=1&ShowHide=4&Area= Targeting level 5 in Year 9 English (DCSF ref: 0501-2003) agemode=publications&productid=dfes+0501+2003&

14 of 14 The National Strategies Secondary Targeting underachievement in Key Stage 3 (DCSF ref: 00632-2007DOM-EN) agemode=publications&productid=dcsf-00632-2007& The Middle Leader s Guide to Self-evaluation (Secondary National Strategy) (DCSF ref: 2076-2005DCL-EN) www.standards.dcsf.gov.uk/nationalstrategies Tracking for success in English (SNS DCSF ref: 1699-2005DOC-EN) http://www.standards.dcsf.gov.uk/nationalstrategies/node/64382 Unlocking potential: raising ethnic minority attainment at Key Stage 3 (DCSF ref: 0579-2002). Material to help a school to review its current practice in relation to ethnic minority pupils and those learning English as an additional language, and then to identify the key actions that will improve these pupils attainment. http://www.standards.dcsf.gov.uk/nationalstrategies/secondary/keystage3/all/respu b/em_unlockingpotential What works for pupils with literacy difficulties? (DCSF ref: 00688-2007BKT- EN) www.standards.dcsf.gov.uk/nationalstrategies/ Writing Challenge (DCSF ref: 0314-2003) http://www.standards.dcsf.gov.uk/nationalstrategies/secondary/keystage3/all/respu b/en_wr_chall Successful use of the six-week improvement process for Element 5a: Intervention and personalisation, could lead a department to the following sections within the Core Plus programme: Element 2a: Planning for progression in English: using the Framework for English and reviewing the planning cycle Element 2b: Planning for progression in English: using the Framework for English to address GCSE assessment objectives effectively Element 3a: Improving subject pedagogy and the climate for learning Element 3b: Improving subject pedagogy and the climate for learning for Year 10 and Year 11 Element 4a: Tracking pupils progress using APP and the underpinning principles of Assessment for Learning, Element 4b: Improving pupils attainment at GCSE through assessing and tracking progress Element 5b: Implementing Study Plus in Key Stage 4 Element 6: Tackling variation in pupils performance in English and mathematics.