EMBEDDING INTERVENTION INTO SCHOOL SELF-EVALUATION
FOCUSING
National and other assessments are in
place. There is access to relevant data on
statutory and optional tests, ongoing
teacher assessments, and work samples.
There is an awareness of variations in
achievement between different groups.
Teachers assess children’s work regularly.
DEVELOPING
Data is used to inform judgments on
standards across the school, to identify
patterns of achievement and to target pupils
and groups for support and intervention.
There is a systematic structure for assessing
children’s work and progress.
ESTABLISHING
There is work across the school to moderate
teacher assessments and to analyse data, in
order to inform teachers’ planning, set targets
and monitor progress of underachieving
groups in a comprehensive and systematic
manner
A range of summative and day-to-day
assessments are used to judge children’s
attainment and to track progress, as well as
to target children for intervention.
A range of summative and day-to-day
assessments are analysed to: judge
achievement of individuals and groups;
track individual progress; inform groupings
of children; set quantitative and
differentiated curricular targets; target
children for intervention.
The progress of children receiving
intervention is closely monitored.
Challenging targets are set for all children,
including those at risk. Targets are
rigorously reviewed to ensure good
progress.
All teachers are confident in the use and
analysis of a range of summative and
moderated day-to-day assessments to: judge
achievement of individuals and groups; track
individual progress (including use of Pupil
Achievement Tracker (PAT)); inform
groupings of children; review medium and
short term planning; set quantitative and
differentiated curricular targets; target
children for intervention.
Children at risk are making good progress.
Review and evaluation procedures identify the
conditions for maximum progress. These
practices are disseminated across the school.
All children know their own next steps for
learning in whole-class and intervention
sessions.
Children are active in recognising their next
steps for improvement and taking
responsibility for their own learning within
whole-class and intervention sessions.
Children know how they learn best and how
interventions support them in overcoming
barriers. They are active in recognising
individual next steps and taking responsibility
for their own learning.
ENHANCED
School assessment systems are rigorous and
effective. Children’s progress is tracked across the
school and includes reviewing the impact of
intervention programmes on children at risk of
underachieving. There is close cooperation
between the head teacher, SENCo, subject leaders
and governors, in using data to ensure maximum
progress for all children.
All teachers are confident in the use and analysis
of a range of summative and moderated day-to-day
teacher assessments to: judge achievement of
individuals and groups; track individual progress
(including Pupil Achievement Tracker (PAT));
inform groupings of children; review medium and
short term planning; set quantitative and
differentiated curricular targets; target children for
intervention.
Self-evaluation results in a whole-school
understanding that children at risk are making
excellent progress. There is a shared understanding
of: the strengths of school practice; the areas for
development; required steps for improvement.
Children set aspirational next steps for themselves.
They can articulate learning steps and the
necessary support required. They negotiate these
with significant adults. There are clear links
between individual aspirations and whole-school
curriculum and teaching.
VG006.doc
SYSTEMATIC PLANNING, TARGETING AND EVALUATION OF INTERVENTIONS
FOCUSING
The school is aware of children at risk of
underachieving and uses this awareness
to target pupils for additional support and
intervention where available.
DEVELOPING
A systematic whole-school approach to the
three waves of intervention is used to plan
and deploy resources in order to address the
identified needs of individuals and groups at
risk of underachieving.
Intervention is informed by clear
expectations of pupil achievement and by
pupil progress data. Interventions are
time-limited and there are clear entry and
exit criteria. The skills and experience of
staff are utilised to provide targeted
intervention programmes.
Intervention is informed by clear expectations
of pupil achievement and by pupil progress
data. Interventions are time-limited and there
are clear entry and exit criteria. Intervention
is planned by the leadership team at a wholeschool level. Resources are allocated
according to audited need.
Teachers use intervention programmes
(PNS and others) to address children’s
gaps in learning as and when appropriate
resources are available. The quality of
teaching in programmes is monitored.
Additional intervention is planned as part of a
whole-school approach to the three waves of
intervention. There is joint planning and
regular monitoring of the quality of teaching
in programmes.
Intervention programmes are targeted to
address the identified needs of
individuals, groups or cohorts. A range
of age-appropriate interventions is
available and provided.
The leadership team ensure: the range of
intervention programmes available is flexible
enough to address the identified needs of
individuals, groups or cohorts; a range of ageappropriate interventions is available and
provided as early as possible.
Children know the purpose and intended
outcomes of intervention. Some children
and groups make satisfactory progress in
relation to their prior attainment and
identified needs.
Children know the purpose and intended
outcomes of intervention. Most children and
groups make satisfactory progress in relation
to their prior attainment and identified needs.
ESTABLISHING
There is a systematic whole-school use of the
three waves of intervention in order to plan
and deploy resources for the identified needs
of individuals and groups at the earliest
opportunity. The school ensures that target
pupils and programmes are well matched.
Intervention is planned to accelerate pupil
learning and to enable children to perform at
or above age related expectations.
Intervention is informed by clear expectations
of pupil achievement, pupil progress data and
audited need. Interventions are time-limited
and there are clear entry and exit criteria. The
school improvement plan identifies priorities
for improvement in relation to intervention,
including the professional development and
deployment of staff.
Additional intervention is planned as part of a
whole-school approach to the three waves of
intervention. The leadership team ensure a
range of interventions is available at waves 2
and 3. There is joint planning and regular
monitoring of the quality of teaching in
programmes.
The leadership team ensure: intervention is
appropriately targeted; the range of
intervention programmes available is flexible
enough to address the identified needs of
individuals, groups or cohorts; a range of
evidence-based, age-appropriate interventions
is available and provided as early as possible.
Children know the purpose and intended
outcomes of intervention. All children and
groups make good progress in relation to their
prior attainment and identified needs.
ENHANCED
There is a systematic whole-school use of the three
waves of intervention in order to plan and deploy
resources for the identified needs of individuals and
groups at the earliest opportunity. The school
ensures that target pupils and programmes are well
matched. A range of evidence-based interventions
are used to accelerate pupil learning and to enable
children to perform at or above age related
expectations. All children make optimum progress.
Intervention is informed by clear expectations of
pupil achievement, pupil progress data and audited
need. The school improvement plan identifies
priorities for improvement in relation to
intervention, including the professional development
and deployment of staff. The school’s profile,
improvement plan and policies clearly articulate the
school’s aim and strategies, including additional
intervention, to raise standards for all children.
A whole-school approach to the three waves of
intervention is led by the leadership team, ensuring a
clear, shared systematic approach to planning,
mapping, delivering, monitoring and reviewing
additional interventions at waves 2 and 3.
The leadership team engage the school community
in ensuring: intervention is appropriately targeted;
active planning for efficient use of resources;
additional intervention is flexible enough to address
the needs of individuals, groups or cohorts; a range
of evidence-based, age-appropriate interventions is
available and provided as early as possible; short
term individual learning gains are sustained.
Children know the purpose and intended outcomes
of intervention. All children and groups make very
good progress in relation to their prior attainment
and identified needs.
VG006.doc
CREATING AN ETHOS AND CULTURE WHERE EVERYONE CAN ACHIEVE
FOCUSING
DEVELOPING
ESTABLISHING
ENHANCED
Polices and procedures make it explicit that
the school is inclusive. Parents and carers are
welcomed to the school. There is a broad and
balanced curriculum and progression from
year to year relevant to children’s experience
and development. Relationships within school
are generally positive.
Racial harmony, cultural diversity and disability
awareness are promoted. Parents and carers are a
key to success. Adjustments to some curricular
areas ensure engagement and access for all
children. Cross-curricular opportunities are
planned to apply targeted skills in literacy,
mathematics and social and emotional learning. A
whole-school behaviour policy is in place,
consistently implemented and seen to be fair.
An audit of policies and procedures demonstrates
the school’s commitment to inclusion and
achievement of all (e.g. admission and recruitment
procedures, teaching and learning policy).
Work to eliminate discrimination and promote
equality of opportunity is embedded throughout
the curriculum. The school is committed to multiagency working and community involvement. The
curriculum is designed to reflect the needs of all
children. The school environment is systematically
monitored and evaluated to ensure it promotes
inclusion and learning for all.
Parents attend target setting and review
meetings. There are systems established to
communicate the work of the school (e.g.
newsletters, home school books).
A significant number of parents and carers make
positive contributions and show a willingness to
support the work of the school. The majority of
parents and carers contribute positively to the
learning process and this partnership adds value to
pupils’ learning both at home and at school.
The school is meeting its statutory
requirements under the Special Educational
Needs and Disability Act 2001, and the Race
relations Amendment Act 2000.
A SEN policy, an accessibility plan and a race
equality policy are in place and being
implemented. There is evidence of their impact.
Incidents of racism or discrimination are recorded,
monitored and managed effectively.
Curriculum mapping and medium term plans have
been updated to be responsive to the diverse needs
of individuals or groups of pupils. Steps are taken
to ensure that children who receive intervention
are not excluded from other activities.
There are systems within the school to evaluate the
involvement of parents and carers and to make
improvements where necessary. Specific steps are
in place to engage the parents and carers of pupils
who might be at risk of underachieving. Support is
provided to ensure children of parents not able to
engage with the school are not disadvantaged (e.g.
school trip subsidies, homework clubs).
Equality issues are explicitly planned for and
developed across the curriculum. All school
policies are regularly reviewed and their impact on
achievement, equality and discrimination
monitored.
The curriculum promotes good learning for all
pupils. Plans are reviewed regularly. There is good
evidence of consistent approaches to language,
literacy and mathematics across the curriculum,
and to supporting children in order to develop
them in a rounded way. Interventions are
integrated into curriculum planning.
The school is vibrant, challenging and creative. Children
feel safe and confident. There is a supportive, high
achieving community for all. There are excellent
relationships both between pupils and between pupils and
staff. There is a high level of involvement from the wider
community. The curriculum design, plan and delivery
reflect the needs and interests of all children. The content
of the curriculum and effective strategies for time
allocation meet the needs of individuals and groups.
The school community has a shared understanding of what
makes an inclusive school. There is a shared agreement on
the strengths and areas of development. There are regular
opportunities to discuss, debate and take action to address
the process of inclusion. Developing an inclusive school is
a collaborative venture for the whole community.
The school offers a variety of opportunities and support to
encourage and sustain parents and carers’ involvement,
and seeks, values and acts on their views.
The school describes itself as an “inclusive
school” within its prospectus and policies.
Curriculum mapping demonstrates that
children have access to a broad and balanced
curriculum that meets statutory requirements.
Behaviour is not a major concern in the
school. Generally pupils are cooperative and
staff are respectful towards them.
All staff understand and demonstrate the school’s
beliefs about behaviour. There are clear and
consistently used systems in place to reward good
behaviour and deal with inappropriate behaviour.
An audit of recent activity (e.g. staff CPD, new
initiatives, etc) demonstrates the impact on all
pupils, including those who might be at risk of
underachieving. This audit is informing future
work.
Pupils behave well and engage willingly in
learning. There are planned curriculum
opportunities to develop children’s social,
emotional and behavioural skills.
Relations in the school community are excellent. The
school acts as a positive role model for equality and
positive attitudes for the wider community.
The curriculum has been tailored to meet the needs of all
children. The school has evidence that its imaginative
curricular design promotes good achievement for all
pupils. Recent innovations have been carefully managed
and reviewed for evidence of impact on all learners.
Interventions inform and are integrated into curriculum
planning.
All children’s strengths are recognised and celebrated by
staff. There is documentary evidence of this. Evidence
(interviews, questionnaires) from pupils and parents
demonstrates that pupils feel safe and secure. This is true
of individual pupils who, at times, may experience
difficulties in developing or sustaining appropriate
behaviour.
VG006.doc
SECURING ASSESSMENT FOR LEARNING
FOCUSING
A range of summative assessments are used
to judge children’s attainment. Summative
assessments are used to target children for
additional intervention. Teachers and
practitioners make use of day-to-day
assessments to check on children’s progress,
for example, in questioning.
All teachers are clear about the national
curriculum levels each child is working at and
set appropriate curriculum objectives.
Planning shows that teachers confidently use
tracking back and forward in mathematics and
literacy teaching to choose the most
appropriate objectives. Teachers and
practitioners use a range of summative
assessments to judge children’s attainment
and to target children for intervention.
The school uses some additional assessments,
often focusing on standardised or other tests
of basic skills, for those children who do not
seem to be making appropriate progress.
Additional intervention is in place for those
pupils.
Results from summative assessments are
shared with parents and carers.
There is some evidence of developing
practice where: there is a consistent approach
to oral and written feedback relating directly
to the learning objectives and learning
outcomes oral feedback is planned for and
spontaneous provided for the whole class,
groups and individuals varied in type involves
pupil/pupil dialogue children have
opportunities to act on their feedback.
In the classroom: strategies are in place to
build pupils’ confidence to contribute;
questioning does not feel like ‘seeking the
right answer’; pupils are invited to support,
expand on or constructively challenge each
others’ responses; group and paired dialogue
is sometimes planned for and sometimes
reactive.
DEVELOPING
ESTABLISHING
ENHANCED
A range of summative assessments are used to: ¬judge attainment; - identify children’s progress; inform groupings of children. Analysis of
summative assessments is used to develop
differentiated curriculum targets. Teachers and
practitioners use a range of day-to-day assessment
strategies, including spending planned time
observing particular children whose progress has
been of concern.
Teachers and practitioners use a range of
summative assessments in planning and teaching
to: judge attainment and progress; inform
groupings of children; differentiate curriculum
targets; inform interventions. Assessment for
learning is evident (e.g. in: child/adult
conferencing; parent and carer information;
classroom observations; assessment of prerequisite
skills; assessment through teaching; standardised
or other tests).
A range of different assessments contribute to a
summative pupil profile, such as: child/adult
conferencing; parent and carer information;
classroom observations; assessment of underlying
or prerequisite skills; assessment through teaching;
standardised or other tests being used. Assessment
leads to changes in practice.
Feedback from assessments to children, parents
and carers is regular and takes place in a
supportive atmosphere.
Written feedback policy and practice relates
learning objectives and outcomes. It clarifies for
children what they need to do to improve.
Teachers: plan varied oral feedback focused on
learning objectives and outcomes; use questions to
help pupils improve their work; sometimes target
individuals and groups for feedback; enable pupils
to give feedback to peers.
Analysis of summative assessments is regularly
shared with staff to help monitor achievement and
inform planning, teaching and intervention. The
school makes good use of pupil-tracking
approaches (e.g. Pupil Achievement Tracker
(PAT)). Teachers and practitioners use a wide
range of day-to-day assessment strategies to agree
targets for improvement and inform targeted
intervention.
Analysis of summative assessments is completed
regularly and shared with staff to monitor
achievement and inform planning and teaching.
Assessment includes detailed attention to teaching
and learning styles. The school makes appropriate
use of pupil-tracking approaches (e.g. pupil
achievement tracker (PAT)). Teachers can judge
which type of assessment is fit for which purpose.
Detailed analysis of summative assessments informs
whole-school priorities for raising the attainment of
vulnerable groups. There is good use of pupil-tracking
(e.g. PAT). Each year group systematically analyses
summative assessments to identify strengths and
development areas in order to ensure that the needs of all
groups are met and that they are making excellent
progress. Teachers and practitioners use a range of day-today assessment strategies in their planning and teaching.
Detailed analysis of summative assessments informs
whole-school priorities for raising attainment. Effective
use is made of appropriate pupil-tracking approaches (e.g.
PAT). Summative assessments are analysed to identify
areas of strength and areas for development, ensuring that
the needs of all children (including SEN/EAL/gifted and
talented children) are met and that they are making
appropriate progress.
Assessment incorporates a wide range of evidence
and identifies strengths as well as weaknesses. It
identifies factors in the learning context which
may be helping or hindering progress, as well as
identifying such factors within the child.
Assessment leads to changes in practice.
Assessment systems provide the school with information
about areas where the curriculum, teaching approaches or
other school arrangements may need adapting. There is a
plan detailing the actions to respond to this information.
Parents and carers are fully involved in the
assessment process and this informs future
learning.
Written feedback helps all pupils understand what
they have done well and how they can improve.
Oral feedback is securely focused on learning
objectives and outcomes. Teachers use a varied
repertoire of oral feedback that helps clarify next
steps. Teachers structure and model pupil oral
feedback, relating it to learning outcomes.
Teachers routinely provide time for pupils to
reflect and respond to written feedback.
Teachers are confident using strategies which
respond to evidence of learning in their lessons
(e.g. ‘cueing in pupils using gestures’). Teachers
use appropriate resources and engaging activities
to help focus and sustain dialogue. Teachers
establish protocols and supportive environments in
which pupils can speak with confidence. A range
of access strategies are in place to enable targeted
children to contribute.
Parents and carers are fully involved and confident in the
assessment and target setting process.
Teachers plan opportunities for dialogue. Teachers
trial and practise strategies to improve the quality
of dialogue (e.g. ‘wait time’). Strategies include
use of varied questions to trigger and sustain
dialogue. Some children are targeted and
supported to contribute. Teachers are gaining
confidence in using paired and group dialogue to
support learning. All pupils are encouraged and
expected to contribute to discussions.
Written and oral feedback is based on learning objectives
and outcomes. Planning for oral feedback is integral to
teacher preparation. Teachers confidently and skilfully use
varied feedback that is insightful, constructive and
informative, enabling children to take the next steps in
their learning. All feedback clearly identifies next steps
for learning and regular opportunities are provided for
pupils to consider and act upon it.
Classroom dialogue is seen as an integral part of learning
and the move from teacher exposition to classroom
dialogue is seamless. Dialogue is used to accelerate
learning and develop pupil independence. It informs
teacher planning and responses to critical learning
moments in lessons. Teachers’ interventions in dialogue
are minimal. Pupils are well practiced in whole-class and
group discussions.
VG006.doc
TAILORING LEARNING AND TEACHING IN THE CLASSROOM
FOCUSING
Staff seek to make work interesting and
varied. There is evidence of some variety
of teaching styles. There is some
differentiation. Children understand what
they are expected to do and tasks
generally have sufficient challenge.
Curriculum entitlement and targeted
intervention are complimentary. The NC
Inclusion Statement is implemented.
DEVELOPING
In the classrooms there is a good match
between learning styles, teaching styles and
individual objectives. There is some evidence
of differentiation by learning objectives,
teaching styles and access strategies. The
children are set suitably challenging learning
targets. Learning within intervention informs
and is sustained by class teaching.
Lesson monitoring shows all children are
learning and progressing. Teacher subject
knowledge is secure. Individual needs
are catered for. Teachers seek to make
work interesting.
Differentiation is evident. IEPS are in
place. Teachers are confident in tracking
objectives backward and forward in their
planning.
Lesson monitoring shows all pupils are
making good progress. The level of challenge
is appropriate. Differentiation is evident.
There is some imaginative practice.
Additional adults support the learning
objectives of individuals or groups of
pupils based on identification of need.
Additional adults are: used to support the
whole class, groups and individuals; involved
in some planning and are beginning to
contribute their own ideas; have regular
opportunities to feedback on children’s
learning; receive training to deliver support or
interventions as required. There is an efficient
tracking mechanism in place to assess impact.
Teaching groups are beginning to be varied to
reflect objectives, learning styles and
friendship groups.
Teaching groups are planned for children
working on similar learning objectives.
Grouping is planned so that children
work on similar learning objectives.
Learning objectives are matched to
individuals and groups of children. Teachers
use visual, auditory and kinaesthetic
approaches to learning.
Grouping is beginning to be varied to reflect
objectives, learning styles and friendship
groups.
ESTABLISHING
Planning and teaching demonstrates
appropriate challenge in all lessons. Teaching
styles are matched to children’s learning
styles and access strategies are used to
overcome barriers to learning. Planning is
based on differentiated curricular targets and
supplemented by additional individual
targets. Targets and success criteria are
negotiated and shared with children. A
system ensures that learning and teaching
within intervention informs planning and
teaching for the whole class.
Lesson monitoring shows all pupils making
good or very good progress. The curriculum
has been adjusted to respond to how the
children learn best. The teaching is
stimulating.
All planning is annotated to ensure that the
needs of groups and individual children are
met. Teaching is responsive to learning styles
of groups and tailored to the strengths of
individuals.
Teachers and additional adults review
curricular targets and learning objectives
together. Additional adults have good subject
knowledge. Children are making good
progress in intervention programmes. The
impact of additional adult support is clear.
Groups are planned following evaluation of
the impact of intervention, grouping, and
target setting arrangements on children’s selfesteem, behaviour, aspirations and
attainment.
Grouping is planned following evaluation of
the impact of grouping and target setting
arrangements on children’s self-esteem,
behaviour, aspirations and attainment.
ENHANCED
Planning and teaching demonstrate that the full
range of individual needs has been identified. All
teaching is stimulating, enthusiastic and consistently
challenging for all children. A variety of teaching
styles, classroom management techniques and
access strategies are used. Teaching promotes
equality of opportunity. A whole-school system
ensures that learning and teaching within
intervention informs planning and teaching for the
whole class.
Lesson monitoring shows all pupils are making very
good progress. The expert knowledge of the teacher
has led to teaching that has been adapted carefully to
promote the learning of all children. Teaching is
inspiring.
All planning is adjusted to take account of learning
objectives, teaching styles and access arrangements.
There is evidence of innovative and imaginative
practice to engage children who are at risk of
underachieving.
Additional adults: are deployed in line with
identified priorities for the school, the whole class,
groups and individuals; have regular timetabled
opportunities to work with teachers to review
children’s progress and plan learning opportunities;
are trained and deliver a range of high quality,
evidence-based interventions or initiatives that are
carefully evaluated.
Groups are taught so that all children are equally
challenged and feel equally valued.
Grouping is planned so that all children are making
excellent progress, are challenged and feel equally
valued.
VG006.doc
CHOOSING AND USING APPROPRIATE INTERVENTIONS
FOCUSING
DEVELOPING
ESTABLISHING
ENHANCED
Planning and teaching demonstrate that
the full range of individual needs has
been identified. All teaching is
stimulating, enthusiastic and consistently
challenging for all children. A variety of
teaching styles, classroom management
techniques and access strategies are used.
Teaching promotes equality of
opportunity. A whole-school system
ensures that learning and teaching within
intervention informs planning and
teaching for the whole class.
School policy is informed by research
and guidance on the effectiveness of
intervention programmes.
Small group and individual provision is
made where appropriate. Small groups
are supported using (e.g.) ELS,
Springboard or wave 3 interventions,
with support patterned according to need
across year groups. Care is taken to
ensure that programmes at waves 2 and 3
are not used as a substitute for effective
Wave 1 teaching.
The school is familiar with the evidence base
of ‘what works’, and uses this to ensure an
appropriate range of time-limited
interventions, including PNS and other
programmes. Intervention at Waves 2 and 3 is
mapped across year groups. Children’s
entitlement to a broad and balanced
curriculum is maintained.
The school is familiar with the evidence base
of ‘what works’, and uses this to ensure an
appropriate range of time-limited
interventions, including PNS and other
programmes. Intervention at Waves 2 and 3 is
mapped across year groups. Early
intervention is promoted and children’s
entitlement to a broad and balanced
curriculum is maintained.
The whole-school strategy for the three waves of
intervention ensures that quality, inclusive teaching
for all and layered intervention is matched to pupils’
needs as early as possible. Intervention is timelimited, includes both PNS and other programmes,
and has robust evidence and school-based impact
data. Systematic planning and mapping ensures
curriculum entitlement, effective use of resources,
and deployment of trained staff.
School policy is informed by research and
guidance on the effectiveness of intervention
programmes.
Small group and individual provision is
planned and mapped across the school. Small
groups are supported using (e.g.) ELS,
Springboard or wave 3 interventions, with
support patterned according to need across
year groups. Care is taken to ensure that
programmes at waves 2 and 3 are not used as
a substitute for effective Wave 1 teaching.
Evidence from interventions informs wholeschool development, learning and teaching
across waves 1 to 3.
Small group and individual provision is
planned systematically across year groups.
The earliest intervention possible is ensured.
Small groups are supported using (e.g.) ELS,
Springboard or wave 3 interventions. Care is
taken to ensure that intervention is not used
as a substitute for effective wave 1 teaching
and that children
Rigorous monitoring and review of interventions
informs whole-school development and learning.
Evidence of impact is clear and robust.
Small group and individual provision is
systematically and effectively planned across year
groups. The earliest intervention possible is ensured.
Small groups are supported using (e.g.) ELS,
Springboard or wave 3 interventions. Systematic
planning and mapping ensures curriculum
entitlement, effective use of resources, and
deployment of trained staff.
VG006.doc
IMPROVING LEARNING AND TEACHING IN ADDITIONAL INTERVENTIONS
FOCUSING
Intervention support follows structured
programmes which are well paced and
time-limited. The school has evidence of
success in the areas of learning to be
targeted. Intervention is delivered by
trained adults who work in partnership
with class teachers.
DEVELOPING
Intervention support follows structured
programmes which are well paced and timelimited. The school has evidence of success in
targeted areas of learning. Interventions are
delivered by adults who have received
appropriate training in the relevant
programme and who work in close
partnership with class teachers. Pupils are
aware of their targets and involved in
monitoring progress against these.
Additional adults deliver intervention
programmes for which they have
received specific training.
Additional adults deliver intervention
programmes for which they have received
specific training. Sessions are well paced and
deliver core learning objectives.
Class teachers are aware of the key
learning intentions and pedagogical
principles behind the intervention
programmes in use for members of their
class. They allocate children to
interventions in collaboration with
others.
Class teachers are aware of the key learning
intentions and pedagogical principles behind
the intervention programmes in use for
members of their class. Assessment of
learning processes informs the allocation of
children to interventions. Class teachers work
closely with additional adults in planning the
delivery and evaluation of interventions.
Pupil progress in interventions is
regularly reported to the class teacher.
Pupil progress in interventions is jointly
monitored by the class teacher and additional
adult.
Pupils are aware of their learning targets and
the purpose of the intervention
Pupils are aware of the purpose of the
intervention support.
Pupils respond positively to the
intervention sessions. They interact with
the adult leading the session as well as
with other participating pupils. Progress
is made during sessions.
Pupils respond positively to the intervention
sessions. They participate enthusiastically and
cooperate well with other pupils. Good
progress is made during sessions.
ESTABLISHING
Intervention support follows structured
programmes which are well paced and timelimited. The school has independent evidence
of success in the targeted areas of learning.
Intervention is delivered by adults who work
closely with class teachers, have received
appropriate training, possess core subject
knowledge and pedagogical skills in the
targeted areas of literacy and mathematics,
and who can engage pupils in monitoring
their own progress.
Additional adults deliver intervention
programmes for which they have received
specific training. Sessions are well paced,
deliver core learning objectives and are
adapted to meet individual learning needs.
Class teachers are aware of the key learning
intentions and pedagogical principles behind
the intervention programmes in use for
members of their class. Assessment of
learning processes informs the allocation of
children to interventions. Class teachers work
closely with additional adults in the delivery
and evaluation of interventions, and address
key learning objectives from interventions
during whole-class teaching.
Progress in interventions is monitored jointly
and informs further learning opportunities for
children.
Pupils contribute to the monitoring and
review of their progress in the intervention.
Pupils are highly motivated by the
intervention sessions. They participate
enthusiastically, work constructively with
peers and demonstrate increasing
independence. Very good progress is made in
the sessions.
ENHANCED
All intervention consists of well paced, time-limited
and tailored programmes, closely matched to the
assessed learning needs of participating pupils.
Intervention is delivered to targeted pupils by highly
skilled adults who have secure teaching and subject
knowledge related to the relevant areas of learning.
They promote pupils’ ownership of their own
learning and progress, and work in close partnership
with class teachers.
Additional adults deliver intervention programmes
for which they have received specific training.
Sessions are well paced, deliver core learning
objectives and are adapted to meet individual
learning needs. Where appropriate sessions are
personalised in their learning objectives, teaching
styles and access strategies.
Class teachers work in close partnership with
additional adults in the delivery and evaluation of
additional intervention support. They incorporate the
core learning intentions and pedagogical principles
of intervention within their day-to-day planning and
teaching.
Progress in interventions is monitored jointly and
informs further learning opportunities for children.
Pupils are able to identify their progress in the
intervention and how this has contributed to their
overall achievement.
Pupils are highly motivated by the intervention
sessions. They participate enthusiastically and
demonstrate increased independence in applying
skills across the curriculum. Excellent progress is
made in the sessions.
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SUPPORTING THE CONTINUING PROFESSIONAL DEVELOPMENT OF ADDITIONAL ADULTS
FOCUSING
DEVELOPING
Additional adults have regular training
opportunities. Information about training
is selective and they are encouraged to
attend the relevant courses. In-school
training sessions for additional adults are
led by subject leaders and SENCO.
Additional adults have been trained in
the delivery of interventions.
Additional adults have regular training
opportunities. Information about training is
selective and they are encouraged to attend
the relevant courses. In-school training
sessions for additional adults are led by
subject leaders and SENCO. Additional
adults have been trained in the delivery of
interventions.
CPD records demonstrate that all
additional adults have received a full
induction and have attended training on a
regular basis. Additional adults meet to
discuss their work with their line
manager.
Records show that individual training needs
have been analysed. There is clarity about the
school’s future requirements across year
groups or subjects, and steps have been taken
to ensure that additional adults receive the
majority of appropriate training. Records of
performance management meetings highlight
individuals’ areas of development and these
are being addressed.
There is a programme of observation,
coaching and mentoring in place for
additional adults who deliver interventions.
Additional adults have received
appropriate training in the interventions
they deliver. They have been monitored
in the last six months, leading to planned
development activity.
ESTABLISHING
ENHANCED
An additional adults’ CPD policy is in place
and relates individual and school needs to
developing the whole-school approach to
support and intervention. Training in
intervention programmes is regularly
revisited. Additional adults’ performance
management targets are closely linked to
school improvement priorities, as well as
personal ambitions. Clear mechanisms of
ongoing monitoring, support and review are
in place.
Individual performance targets are closely
linked to school targets and there is evidence
of high quality CPD for additional adults that
will support them. There is a range of CPD
available, including external courses,
coaching and action research.
CPD meets staff needs and supports school, LA and
national priorities. The impact of CPD is monitored
and evaluated systematically. Additional adults are
trained to deliver high quality, evidence-based
interventions or initiatives that are carefully
evaluated. Performance management systems
support additional adults by providing clear
objectives and regular opportunities for discussion
with team leaders about professional practice and
development.
CPD for additional adults impacts positively
on the quality of teaching and learning in
interventions.
The impact of CPD is clear in that additional adults
are reflective practitioners, able to support each
other in their work, provide evaluative evidence of
the effectiveness of interventions, and suggest
improvements that will further personalise
interventions and lead to improved pupil learning.
Regular meetings take place for additional adults to
reflect on their work and professional development,
and a plan to support adult learning is in place.
There are opportunities for individuals to become
lead professionals and to develop their roles and
responsibilities in the school.
VG006.doc