Intervention Strategy

RationaleThe role involved managing intensive intervention with the year 11 students who were performing significantly below their target grades. An analysis of benchmark data compared with performance in controlled assessments and mock examination scores identified over 30 students, predominately boys, who were between 1-3 grades below expectations. The intervention was phased over two time window: initially the focus was on intervention with controlled assessments due towards the end of February 2016; but then focus moved towards examination skills, leading towards the end of term. I devised Individual Intervention Plans (IIP) for each student.

In close liaison with the senior team a number of structured interventions were planned, delivered and evaluated:

1. I held intensive two hour after school sessions designed to actually replace existing controlled assessments. These were timetabled on two evenings per week over a six week period. I designed units based on Description and Narrative writing to replace deficit assignments. Students in these sessions were mainly on D grades; but had targets of C/B. Over 85% of the 23 students (including 18 boys) involved gained significant improvements, achieving target grades or above. The sessions were self-contained with delivery and assessment completed in one focussed slot. The resources were designed to ensure that students were engaged and key skills delivered. I created these and have placed them onto power point.

2. The Spoken Language study unit was also problematic especially with a group of twelve boys with B-A* targets; but stuck at 3-4 grades below target. A timetable was structured to allow three one hour sessions to replace the assignment. The results were outstanding with all students gaining at least one grade improvement, but four able boys moved from D grades to A grades for this key assignment and another from B to A*.

3. Early morning Form periods were used for individual student coaching. These were well attended with challenging pupils who made positive gains with specific skills they found difficult. Many of the boys had issues with the writing paper and the short sharp skills sessions were popular, taking no more than twenty minutes.

4. Groups of around twelve target students were taken out of Life Skills for focus on key examination skills. A diagnostic analysis of essays, mock papers and exercise books informed the sequence of lessons. Student voice illustrated the value of clearly focussed sessions, with boys particularly happy with quick fire; but relevant tasks and immediate feedback.

5. Holiday Clinics: Excellent turn out with target students to the holiday clinics. The theme was to offer several bespoke sessions to support student need. These had a wider aim. Students who were Gifted and Talented, for example, had an opportunity to exceed target grades. One boy for example moved from a B grade to an A*on a key assignment in an intensive day.

The English Department had suffered an unexpected dip in performance in 2015. However, in August 2016 the school gained a historic high in GCSE performance.