Intervention Plan

Intervention Plan

Intervention Plan

All pupils will be assessed upon entry and at the beginning of the academic year using data from their previous school and our subject specific baseline assessments.

At key Stag4 pupils access a reading intervention lesson and individual pupils are assessed and if required access a reading intervention programme, Lexonik

Reading ages will be discussed on a termly basis by the English department and the SENCO to ascertain the impact of the reading intervention sessions.

Some pupils may well be referred to the SENCO to investigate potential learning needs and the following procedure is then followed.

The SENCO will test for spelling, reading speed, comprehension, reading accuracy and processing speed issues. A report will be provided and the information added to the pupil passport. This will be shared with all relevant staff and a copy put into the pupils file alongside the amended pupil passport. Relevant interventions and/or actions will be recommended as part of this process.

In some cases it will be necessary to refer the pupil to an external agency such as CAMHS or an educational psychologist. The findings from these agencies will be collated and incorporated into the pupil passport. This will be shared with the relevant teaching staff.

To further support reading, Archway are in the process of funding a member of staff to do individual targeted intervention with pupils across the key stages. Due to the current pandemic, this has not been able to take place.

Intervention for numeracy & literacy

Some pupils may not have SEN but have gaps in their basic skills in literacy and numeracy. This will be addressed by a variety of strategies.

  • Teaching in the first instance will provide opportunities to promote and improve literacy and numeracy. This includes the use of “word of the day” and opportunities to practice reading as well as the highlighting of mathematical operations in other subjects.

Mathematics Intervention:

This is covered on a departmental level and utilises the following structure and principles:

  • Pupils in year 10 and 11 are identified by departmental staff as needing extra support in Mathematics. This is reflected in their tracking documentation.
  • One lesson per week is used for intervention. Identified pupils work through specific booklets in order to build up their skills for the GCSE exam. Their effort, attendance and engagement is recorded in the intervention spreadsheet in order to track the impact the intervention is having.
  • The HLTA will work with the identified pupils in these lessons.
  • Pupils in years 7 & 8 will have 2 lessons per week to work on a bespoke range of topics identified from their baseline assessments. The hope is that this will begin to close the gap between them and their mainstream peers. The other 3 lessons will focus on curriculum topics.
  • Mathswatch accounts have been set up for all pupils and pupils have access to personalised revision materials which can be monitored by teaching staff.

Amendments to strategy due to COVID-19:

Pupils have now essentially lost 6 months of their education due to the pandemic. In order to try and make up for this loss, the following structure has been implemented in Maths lessons.

During the 19-20 academic year, the Covid – 19 pandemic resulted in all schools closing their doors to all but a small group of vulnerable pupils. Online work was provided as well as paper based resources. The uptake of such resources has not been well used by pupils.

This creates a situation whereby pupils are now at a severe disadvantage compared to their peers in mainstream school. Given that many of our students are already further behind than their mainstream peers the following approach has been adopted.

KS3:

  • 3 lessons per week on curriculum; 2 lessons bespoke intervention based around topics identified from baseline assessment. Feedback can be woven into the intervention lessons.

Year 9:

  • 4 lessons per week for curriculum; 1 lesson for feedback

Year 10:

  • 4 lessons per week for curriculum; 1 lesson for feedback.
  • After Christmas term, intervention lesson can be used reducing curriculum lessons to 3 per week for targeted pupils.

Year 11:

  • The teaching timetable consists of 5 lessons per week. 3 lessons should be curriculum based and follow the scheme of work. 1 lesson should be geared around intervention. 1 lesson should be based around feedback.
  • During the intervention lessons pupils on the intervention list will be paired up and work with Maths HLTA on intervention resources. This can also be completed during the feedback lesson dependent on the amount of pupils undertaking intervention.
  • Running parallel to the intervention lesson; pupils taking the higher paper will have been identified and work with RW through the list of topics. This will be recorded in exercise books. Short assessments will be used to ascertain progress.
Contact
Archway Academy
Learning Lane, The Avenue
Middlesbrough
Cleveland
TS6 0DD

Email: enquiries@horizonstrust.org.uk
Tel: 01642440225

Information

Horizons Specialist Academy Trust is a company limited by guarantee (Company No 08608287) and exempt charity registered in England and Wales.

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