1. Same Day Intervention Mandy Ambridge, Thorpe Primary School Amy Berry, St Michael’s

2. Scope of the project Adopt a two part lesson approach. input phase (35 minutes) followed by a more independent practice phase (25 minutes) During the input phase, teachers identify students who may need extra support and those who are comfortable with the content. The practice phase is used to allow those who are comfortable to consolidate their learning. Intervention would be provided for those less confident students

3. Background Thorpe Church of England Primary School is a growing Primary school with 165 on role at present from 4 to 10 years (EYFS to year 5). It is a one form entry school growing by one year group yearly until September 2016.

4. Implementation In September we had daily maths lessons from 9.00 till 9.45 followed by time to mark and review whilst the children worked on SPAG with a TA. Then we had a second session from 10.05 till 10.25 when we provided deeper tasks for the TA to complete with the majority of the class whilst we intervened with those who had not achieved the learning objective to address their misconceptions. We added possible misconceptions to our weekly planning.

5. Issues/Barriers and resolutions so far... First half Autumn Term 2015 - Issues and Barriers Timings ‘marking time’ Consolidation activities TA has to explain the consolidation task What mark and when? Resolutions..... Second half Autumn Term 2015 (October 2015) In October 2015 we changed our timetable to suit the needs of the case study and the children. Format change- this addressed many of the issues from September. Time- longer spent on Maths now impact on other subjects but easier to input maths content. Time to mark and assess work –still ongoing issue. No TA for either of the Maths sessions to support learning. Building up bank of‘ going deeper’ tasks

6. Impact so far-Thorpe Great to be able to identify and target immediately those children who are struggling to understand concepts introduced. Intervention is very targeted as works on the concepts introduced that day unlike other interventions i.e. snap and first class which follow their own programs. Children are also becoming more capable at self- assessment using the coloured boxes and taking ownership of their own learning. No fixed groups so children appear to be more open minded about their ability- fluid as to who needs more support High quality intervention as delivered by a teacher. This teacher has also marked the work so fully understands the nature of the errors and misconceptions. Impact on attainment is difficult to assess however; We completed the same Rising Stars number and place value test on entry and at Christmas and 92% of children had made progress. After 2 terms we used the Rising Stars mid topic assessment and 96% of the children were making ‘expected progress’. Looking at the data and from classroom observations and discussions with the children, same day intervention does seem to suit girls, who on entry to year 5 lacked confidence, as the progress they have made is very good.

7. Results of pupil attitudinal survey show significant improvement in how children feel about maths. 13% more children consider themselves good at maths and 23% more consider themselves very good at maths; Half as many children now rate themselves as ‘in the middle/average’ after the first term of SDI. How would you rate yourself in the class? Very goodGoodIn the MiddleNot so good Before SDI 0%28%71.5%0.5% After SDI 23%41%35.5%0.5%

8. A large increase can be seen in the enjoyment of maths; Significant decrease in children considering maths to be ok. All the above shows the children have become more resilient, are more motivated within lessons and feel a sense of empowerment through higher ownership of their own learning How much do you enjoy maths? I really like itI like itIt is okI do not like it Before SDI 31.5%18%50%0.5% After SDI 31.5%45%23%0.5%

9. Considerations for further implementation More ‘going deeper’ tasks The provision for children who are SEND Time available Impact on other subjects due to time allocated to maths. Planning –including misconceptions Sequence of teaching-linear versus spiral

10. What the children said!! “Maths is my favourite subject. I understand more now and after lunch makes sure that I understand. It’s good I can improve what I have done.” “Fresher in my mind than doing it the next day.” “I enjoy the challenge of the afternoon activities.”

11. What next ?? Thorpe Autumn 2016 - Implement same day intervention in rest of Key stage 2 Spring 2017 - Review progress of SDI in key stage 2 if continues to be successful then implement in key stage 1 with appropriate modifications. Summer 2017 - Review progress of SDI across the school.

12. Background Saint Michael Catholic Primary School is a two-form Primary school with 432 children on role at present. Rec – Year 6 Nursery newly opened in February Range of socio-economic backgrounds.

13. Implementation Started same day intervention in Spring. Daily maths lessons – Input 9.00-9.30. Lesson was split by teaching English. Main activity 10.35- 11.05. Reviewed children’s work during assemblies and/or play time. TA’s worked with MA children to consolidate and deepen their learning. Teacher worked with LA children to support and cover misconceptions.

14. Issues/Barriers and resolutions so far... First half Spring Term 2016 - Issues and Barriers Planning Timings Marking and extent of marking Consolidation activities and resources Does it lend itself to other areas of maths other than number. Resolutions..... Second half Spring Term 2016 We researched planning ideas, worked together and brain stormed ideas. (Maths Hub- White Rose resources.) Adapted timetable to suit the Shanghai Approach. (Had slight affects on English and other areas of the curriculum.) Marking- replaced 2 lessons to enable us to cover other areas of the maths curriculum and made lessons practical where photos could be used as evidence. Activities and Resources- same amount of time spent on this. Finding other areas of the maths curriculum a challenge to plan/resource for due to lack of understanding how to deepen children’s knowledge.

15. Impact so far- St Michaels Great to be able to identify and target immediately those children who are struggling to understand concepts introduced. Children with varying abilities are supported and extended. Children thrive from challenges set.. Eliminates the stigma of groupings within the class. Children are better at self assessing and understanding their own ability. TA’s feel more included in the children’s progress. We completed an assessment at the beginning of Spring term. We are yet to complete one for the end of Spring term in order to fully see the progress the children have made. We have completed 2 book audits to monitor the progress of the children. This enabled the staff to also see how the intervention worked.

16. What the children said!! “I like working hard so I can put my work in the star box.” “I used to find maths tricky but now I really like it.” “My teachers help me when I don’t understand.” “I like choosing resources to help me with my work.”