Strategies for S&C Intervention

Ofsted 2014-15

“The creation of a culture of high expectation and aspirations and scholastic excellence in which the highest achievement in academic

work is recognised as vitally important.”

Progress made by High Attaining Children from Disadvantaged Backgrounds – June 2014

This report is based on a cohort of students born 1991-92• 8.9% of the most deprived children gained Level 3 in English and Maths at

the end of KS1 compared to 27% of the least deprived children• Higher achieving children at the age of 7 from the most deprived families

performed worse than lower achieving students from the least deprived families by KS4

• Of students gaining a Level 5 at the end of KS2, only 11.5% of the disadvantaged cohort went to an elite university compared to 39% of the least deprived cohort

• 47% of disadvantaged students at elite universities had 3 A or B grades compared to 73% of the least disadvantaged students

Key Stage 2 to Key Stage 4 was described as the “crucial time” for interventions

Use the Best Practice ModelJohn Dunford: Pupil Premium Champion• Prioritise gaps• Use data• Use strategies that work• Train staff to use strategies that work• Work with parents

Focus on the right cohort Where do you need to improve performance?• More Able students: Level 5 target or KS2 achievement• Most Able students: A/ A* KS4 target• A/A* performance at KS4: 38% of L5 students from non-selective schools nationally

achieved an A/ A* in English and Maths in 2013• A*/B performance at KS4: 73% of L5 students (and 58% of FSM L5 students) from

non-selective schools nationally achieved an A*-B in English and Maths in 2013• KS1 Level 3 performance• KS2 Level 5 performance• KS2 Level 6 performance• Students gaining AAB including 2 Facilitating Subjects• KS5 Destination Data• Alps: performance of top 3 bandsOfsted 2014-15 expects the “highest aspirations for the most able pupils” with “More Able pupils in general and the Most Able pupils in particular... achieving as well as they should.” Their performance should be at least in line with national averages.

Consider dividing up the cohort into focus groups for a richer picture

Prioritise GapsIs there a gap between:• The performance of your disadvantaged and non-disadvantaged More Able

students?• The performance of your disadvantaged More Able students and national

averages?• The destinations of your disadvantaged and non-disadvantaged More Able

students?• Are there other gaps: gender, ethnic group etc.• The Ofsted Report into The Most Able Students (2013) found inequalities

between different groups of More Able students and insufficient use of Pupil Premium Funding to support More Able students

• Ofsted 2014-15: the progress of disadvantaged pupils compared to those nationally/ in the school with similar starting points should be “similar or rapidly approaching”

National Data

School Data

Difference FSM Students

Non FSM Students

Difference

Set challenge targets• More Able students need to be pushed to achieve good to exceptional

progress (4-5 Levels of Progress)• Consider setting Maximum Potential Grades/ Levels (MPGs) as well as

Minimum Expected Grades (MEGs)• Are you involved in target setting for More Able students?• Are students’ targets raised if they improve their performance?• Are disadvantaged students given ‘challenge plus’ targets to promote

aspiration in their teaching?• Are you setting targets for destination data?• The Ofsted Report into The Most Able Students (2013) recommended

schools publishing more widely their list of university destinations• Ofsted 2014-15 expects that “pupils are set aspirational progress

targets”

Use Data to set baselinesThe Ofsted Report into The Most Able Students (2013) criticised fragile transfer arrangements between primary and secondary schools and recommended:• A wide range of data beyond KS2 results being used • Early Year 7 More Able identification• Accurate and robust data on More Able students• Clarity for KS3 teachers on what students had achieved in KS2

Use data to monitor performance• You need to be involved in the whole school programme for:Monitoring dataTracking progressIdentifying effective interventionMonitoring impact• Work closely with other staff responsible for key groups who will have

expertise to share • The Ofsted Report into The Most Able Students (2013) found irregular

checks on progress, insufficient tracking, inadequate strategies for rapid intervention and a focus on C/D borderline students

Year Group

No. In Cohort

% making exceptional

progress

% making good progress

% making expected progress

% making below

expected progress

% making well below expected progress

Use data to support teachers or departments

• Help teachers or departments to identify cohorts and work with ‘winnable’ students

• Do departments provide A/ A* master classes?

Current Picture

Target Difference Winnable Cohort

Potential Outcome

‘Winnable’Student

Teacher Target CWA Marks needed

Strategy to be taken

Use data with students• Student Subject Trackers• ‘Report Score’ Challenges measuring overall attainment or attainment

against targetPersonal Best ChallengeBeat the Rest ChallengeTeam Challenge

Subject Target Starting point

What do I need to get to the next level?

Finishing point

Difference Comparison to target

Use qualitative data• Use QQ data (quantitative and qualitative) to get a richer picture of your

students• Update bi-annually• Make teachers aware of this information so that they can keep students

focused on their ambitions• The Ofsted Report into The Most Able Students (2013) recommended

“thorough and detailed knowledge of More Able students including the extent of their strengths and interests.”

Student En Target

Ma Target

CATs position

Current Progress

Ambition Support required

Next steps

J Smith A A* 15th Expected Journalist More help in Maths

John to meet with Maths teacher to come up with a confidence plan. Reviewed at half term.

Use teaching and learning dataOfsted 2014-15 Focus• Are the More Able in mixed ability groups stretched to their full potential?• Do More Able students do work that deepens their knowledge and

interest?• Are More Able students in general and the Most Able pupils in particular

achieving as well as they should?• Do teachers routinely give attention to the Most Able?• Do teachers set homework that challenges the Most Able?The Ofsted Report into The Most Able Students (2013) found unchallenging teaching groups and homework (particularly in KS3) and recommended a “wide range” of monitoring and evaluation including lesson observation, work scrutiny, analysis of data and reviews of teachers’ planning.

Use strategies that workMethod Impact

Accelerated Learning .88

Feedback .73

Student/ Teacher relationships .72

Teaching Strategies .60

Teaching Study Skills .59

Challenging Goals .56

Peer Tutoring .55

Classroom Management .52

Parental Involvement .51

Small Group Learning .49

Persistence/ Engagement .48

Further information from the EEF Toolkit and Hatti e’s ‘Visible Learning’

Train staff on strategies• Is training on use of effective strategies part of the CPD programme?• Collect ideas on top-attainment interventions• Work with departments or teachers on ‘A Team’ interventions• Collate and share good practice across the school

Remember A/A* or Level 5-6 intervention will look different to C/ D or Level 4 intervention

Use a range of appropriate interventions

• High quality teaching• Teacher one-to-one • Staff volunteer mentoring• Rolling Programme A/ A* master classes• Small group support• Support from Teaching and Learning Assistant• Literacy support • Coaching• Master classes or clinics• Academic Mentoring• Personal Learning Strategies• Scholarship Form• Parental Involvement• Learning Contract• More Able Achievement Card• Spire Hub

Use Form Time Interventions• 2 staff can cover 10 groups a week• Coaching sessions• Subject clinics• Progress Monitoring• Academic Mentoring• Target setting• Literacy support• Small group work• Cross-age peer tutoring• Peer assisted learning• Reciprocal peer tutoring• Differentiated achievement groups: A to A*, C to B• Differentiated learning issue groups: exam confidence, revision skills

Is there a More Able Learning Mentor or Learning Assistant?

Work with parents• More Able Drop Ins• More Able Consultation Evenings with a team of SLT and Progress Staff• Personal Learning Strategies for students• More Able Achievement Card• The Ofsted Report into The Most Able Students (2013) found that

parents and carers needed better and more frequent information on what their children should achieve

• Ofsted 2014-15 “How well the school works with families to support them in overcoming the cultural obstacles that often stand in the way of More Able pupils from deprived backgrounds attending university.”

Evaluate the impact of your interventions

• What impact have interventions had?• What has been successful/ not successful and why?The Ofsted Report into The Most Able Students (2013) found few checks to evaluate the impact of teaching and support

Intervention No. of students % improving progress by 2

% improving progress by 1

% not improving progress

Resources Available• Exemplar More Able Focus Groups• Exemplar Personal Learning Strategies• Exemplar Student Trackers• Exemplar Academic Mentoring Sheet• Exemplar More Able Achievement Card• Learning Contract• 36 Ideas for Achieving A/ A* Grades• DIY EEF Toolkit• Other G&T resources

More details, resources or ideas

ruth.powley1@gmail.com