Trail : home / Inclusion and Special Education Needs / Advice / School Self-Evaluation for Inclusion / Achievement and Standards : Pupil Progress and Specialist Interventions
Pupil Progress and Specialist Interventions
Linking intervention to inclusion|
Linking intervention to inclusion
Intervention programmes have a crucial role to play in continuing to raise standards in literacy and mathematics. Monitoring children's progress and targeting support to help those who need to 'catch up' will help to ensure that all children make progress. The effective targeting and monitoring of the use of intervention programmes is vital if all children are to reach their potential.
Below are some of the main points made through National Strategies on managing interventions in Numeracy and Literacy. To see more information, click HERE
Identification of children for intervention programmes
Schools should use their assessment data to identify and target those children who, with additional support, can catch up with their peers. This data will include National Curriculum assessments and qualitative information about the children. Screening materials are included in the Early Literacy Support (ELS), Additional Learning Support (ALS) and Further Literacy Support (FLS) programmes.
The children need to be involved so they understand the purpose and intended outcomes of the intervention. The intervention programmes should include strategies to enable children to identify their learning targets and to assess their own progress.
Some children may need support more than once through their time in primary school, but the expectation is not that the same children will receive ELS, ALS, FLS and Springboard support. The aim is that the programmes intervene as early as possible, help the children to catch up and reduce the numbers needing further additional provision. Pupil progress should be tracked during the intervention and should be sustained following the completion of an intervention. Information gained should be used to evaluate impact.
Aligning the SEN Code of Practice with the intervention
The SEN Code of Practice describes a 'graduated response' to the identification of special educational needs. The NLS/NNS assume three 'waves' of support for children: These may be mapped onto the graduated response as follows:
The effective inclusion of all children in a high-quality literacy hour and daily mathematics lesson (Quality First teaching).
Small-group intervention (for example, Booster classes; LA or school-based programmes; NLS and NNS intervention programmes) for children who can be expected to 'catch up' with their peers as a result of the intervention.
Wave 2 interventions are not primarily SEN interventions and, where they are delivered without modification within the designated year group, there is no need to place the children on School Action. Children included in Wave 2 interventions may, on occasion, however, already be on School Action or School Action Plus. This will be where they have special educational needs such as emotional and behavioural difficulties, difficulties in communication and interaction, or sensory or physical impairment, for which they are receiving other forms of support.
Specific targeted intervention for children identified as requiring SEN support.
Children receiving Wave 3 support will always be placed on School Action, and on School Action Plus if an external agency is involved in assessment, planning and review.
Making Good Progress pilot improving progress through Key Stages 2 and 3|
On 6 June 2007, the Secretary of State for Education and Skills, Alan Johnson, announced that nearly 500 schools across England had been chosen to run a major two-year pilot from September 2007. The pilot is trialling new ways to assess, report and stimulate progress in schools, so that no child stalls or gets stuck at any stage.
There are still some pupils who, despite all best efforts, do not make adequate progress in our schools. The pilot aims to raise rates of progression throughout the key stages through the introduction of five measures:
To access more information, CLICK HERE