1. HOLSWORTHY COMMUNITY COLLEGE Use of Data and Monitoring Pupil Progress Whole school A* to C grade 71% Year 11 - English and Maths 52%, an increase of 9% Year 9 -English SATS 86%, an increase of 11%

2. English Consultant Feedback Clear Identification of target pupils, with % of likely gradeClear Identification of target pupils, with % of likely grade Use of an English and Maths database for Year 11 and 9 pupils ( Objective evidence for SIP)Use of an English and Maths database for Year 11 and 9 pupils ( Objective evidence for SIP) Adjusting teaching for the targeted groups and use of AfLAdjusting teaching for the targeted groups and use of AfL Sharing targets with pupils to empower themSharing targets with pupils to empower them Learning Goals, not just numerical but curriculum goals tooLearning Goals, not just numerical but curriculum goals too Regrouping and setting in year 9 then use of new SOW, plans and resourcesRegrouping and setting in year 9 then use of new SOW, plans and resources Small groups of 10 pupils with a mentoring approachSmall groups of 10 pupils with a mentoring approach Guided group work – 3 teachers/TA’sGuided group work – 3 teachers/TA’s Focussed use of TA’s as additional adults in classes good training, status, HLTA’sFocussed use of TA’s as additional adults in classes good training, status, HLTA’s Variety of different Teaching and Learning styles used to engage pupilsVariety of different Teaching and Learning styles used to engage pupils Quick feedback for AfL, staging learning, engaged pupils and they realised their own progressQuick feedback for AfL, staging learning, engaged pupils and they realised their own progress Regular checkpoints for monitoring pupil progressRegular checkpoints for monitoring pupil progress Good feedback on strengths and weaknesses, emphasis on teaching skills eg. Af4 & Af6Good feedback on strengths and weaknesses, emphasis on teaching skills eg. Af4 & Af6

3. Development - English Regular quick starters for the whole department Spread the Year 11 revision group, not just the lead teacher To continue the guided group work with 3 teachers/TA’s Trial new Teaching and Learning styles, such as texting Personalised Learning -quick feedback for Assessment for Learning across whole dept. Staging learning and engaging pupils who realised they were improving Focussed use of additional TA, now two HLTA’s, both completed training at Holsworthy College

4. Maths Consultant Feedback Creating an Intervention group A Co-ordinator with a strategic role to oversee the Intervention group Having a focus – discussion via regular meetings Inviting English and Maths Consultants to joint meetings with the group Having an Action plan Resulted in more regular monitoring of pupil levels by staff Sharing with pupils their targets and monitoring of levels AfL -Use of progression maps to show exactly how to improve by linking to a study guide resource Opportunity to resit modules in Years 10 & 11 helped to consolidate work, as well as raise some grades Ensuring that the coursework grade was equal to the pupils target grade.

5. Development-Maths Head of Maths to visit another Secondary Maths Dept in Devon with a focus on exemplar Teaching and Learning this term Invite Head of Maths at another school, who is also a Maths Consultant one day a week, to come into College to work with HOD on Teaching and Learning Head of Maths to visit our main feeder Primary School with a focus on Differentiation in Year 6 this term Lead Teacher in Maths to meet with Teaching Assistants regularly to plan lessons for intervention Lead Teacher to visit another Devon school Maths Dept to experience “Joined – up Thinking” project, exemplar use of APP’s, Resources Target. Monitor the detailed CIP for Intervention at Meetings each Half term Years 7 to 11 Record pupil levels/grades on the Year 9 and 11 Database each half term, as we did last year.

6. Year 11 Intervention for the whole cohort A joint Numeracy and Literacy evening for parents, was held. Revision strategies were demonstrated to parents. Revision assemblies were conducted, to support the students’ with their independent revision. To support students’ revision, the English Lead teacher produced a revision book which contained over a hundred activities and advice, as well as a list of useful websites. This book was used in classes and was funded by the school. The Maths dept. sold books, geared towards the students target grade. English Lead teacher produced a 15 minute power point, to be delivered to the cohort, just before their exams. English Lead teacher and Maths Lead teacher and ALCO each produced a 30 minute revision session to kick start independent revision. These sessions took place during tutorial time.

7. English Lead teacher - Year 11 1. KS3 Level 5c or 5b with a 50-75% chance of gaining a grade C or above. 2. Mock exams, the highest grade achieved was a D. 3. Behavioural issues all boys, 6 of whom were suspended from school at points during January – May which disrupted intervention teaching) 4. By removing these students, this allowed the three remaining classes to concentrate. 5. Incomplete coursework folder by 7 of the 8 students. 6. Shakespeare was reassessed orally. 7. Media and Original writing skills were taught to combine with the exam skills for Paper 1 and Paper 2. 8. All had a C grade above coursework folder (with B grades achieved by 3 students, one of whom was on the G&T register.)

8. English Lead Teacher –Year 11 9. Personalised learning to engage the Year 11 boys. Student voice, from Year 11 evaluative questionnaires: How would you rate the teaching in your intervention lessons? “Excellent. It’s extremely hard to teach us lot, so the way she taught was creative.” “Very good. She connected with our style of learning and gave great help.” 10. Resources were created and tailored by the lead teacher, to engage with the students e.g. use of computers for visual images to revise the ‘Poems from different cultures’, kinaesthetic activities to develop their writing to describe. 11. Over 15 weeks, 3 non contact lessons per week, (45 in total) were used for this to occur as lead teacher was free.

9. Maths Lead Teacher - Year11 Students who were targeted C but coursework below this grade had 1 day off timetable with Lead teacher to improve work 20 students Module 3 as they underachieved in this module. Re-sit classes were taken for 1.5hrs after school by HoD for 5 weeks Homework of 1.5 hrs a week set Tutorial periods during timetabled lessons were given. Students went through difficult questions on the homework 4 pupils re-sat Mod 1 as this has less weighting and therefore less influence on final grade 5 pupils gained C grades and 4 achieved B grades

10. Year 11 Module 3 Results Resit Result First Attempt EDCB E-31- D--44

11. English -Higher Level Teaching Assistant Feedback Year 7 Intervention 1.Paired Reading Cohort of 32 pupils, 2 x 15 mins per week Student selected have reading age under 11 yrs on entry to year 7 Reading ages tested 6 monthly in July and Dec and reviewed 2. Sounds write Cohort of 24 pupils Students selected are the weakest in their year Sound write lesson taught in small groups of 4 to6 Spelling ages tested 6 monthly and reviewed, Vernon spelling test version 3 3.Reading Catch – up ( Reading recovery – Marie Clays approach to reading) Cohort of 2 per teaching assistant These pupils have two of the lowest reading ages in their year A 20 week 1:1 intensive programme of 1 50 min lesson per day Reading ages tested before and after the programme 4.Home Spellings Cohort of 12, Students with spelling ages 18 months below their chronological age Tested 6 monthly and reviewed

12. English -Higher Level Teaching Assistant Feedback Year 8 Intervention 1.Paired Reading Cohort 17, 2 X 15 mins per week Reading ages tested 6 monthly in July and Dec and reviewed Progress 0 to 6 months = 41% Progress 6 to 12 months = 35% 76% in total 2. Sounds Write Cohort 20, 2 X 50 mins per week Reading ages tested 6 monthly in July and Dec and reviewed Progress 0 to 6 months = 65% Progress 6 to 12 months = 35% 100% in total 3. Reading Catch Up ( Reading recovery – Marie Clays approach to reading) Cohort 5, 20 week 1:1 programme, 3 X 50 mins per week Tested before and after with NFER Nelson reading test 4. Home Spellings Cohort 9, weekly Progress 0 to 6 months = 67% tested 6 monthly in July and Dec and reviewed

13. English -Higher Level Teaching Assistant Feedback Year 9 Intervention 1. Paired Reading Cohort 9 pupils, 2x15 mins per week Progress 0 to 6 months = 75% in total 2. Sounds Write Cohort 16 pupils, 2 x50 mins per week Progress 0 to 6 months = 57% Progress 6 to 12 months = 6% 69% in total Progress 12 months plus = 6% 3. Home Spellings Cohort 7 – weekly Progress 0 to 6 months = 71.5% Progress 12 months plus = 28.5% 100% in total Vernon Spelling Test version 3 All tested 6 monthly using NFER Nelson test and reviewed for reading and spelling

14. Lead teacher in English: Year 9 intervention  Standardised assessments for the whole of Year 9.  Three mock tests carried out in the hall (rather than in classrooms, for the whole cohort) - Reading tests in October. -Writing test in December. -‘Shakespeare test in February.  The English lead teacher wrote schemes of work for the delivery of ‘Much Ado’ which were differentiated for a range of levels, which the whole dept. taught.  As a result of the (Reading and Writing) mock tests, the year 9 cohort were shuffled into sets, the upper band were set : Level 6-7, Level 5-6, Level 4-5  The lower band were split into Level 4a – 5b, level 4c-5c, Below level 4 (who took the QCA Below level 4 test.)  Targeted TA support and use of PGCE student in the lower band Level 4a-5b class. Class of 30 were split into 3 groups of 10, for guided work.  English lead teacher wrote revision schemes of work which targeted the assessment focuses which the students were weak on e.g. AF4, which asks about the structure of a text and AF6 (purpose and audience of a text).  The English lead teacher wrote 15 minute power points, which reminded students of the skills that they would be using during the test. Delivered well, good pace with enthusiasm, to the students during their lessons, and then again before they sat the tests.  English lead teacher consulted all of Year 9 about these changes through a questionnaire to gain student voice.

15. Devon Predictors Upper Band765432AB 1. L6-76207 2. L5-6 12193 3.(L4a-5c INTER) 11431 Lower Band Lower 1. L4a-5c 17111 2. L4 152 3. Below L4 1181 Total6335833121Total Actual NCT grades765432AB 1. L6-77233000 00 2. L5-601024000 00 3. (L4a-5c INTER)0318000 00 Lower Band 1. L4a-5c (INTER)012520000 2. L4 93 32 3. - Below QCA test taken 101

16. Question. 2 Would you prefer to have been set according to ability throughout year 9?

17. Question.8 How helpful did you find the power points, delivered before each test?

18. Year 9 Maths Teaching Assistant Cohort 19 pupils, split into 2 groups of 9 & 10 2 TA’s a week, one for each group 1 period a week for 10 weeks 18 pupils came into school with a level 3, 1 with a level 4 No progress made from their KS2 score in Optional Year 8 test Work for lessons came from KS3 National Strategy, yr 9 Booster, plus Maths lesson plans Two TA’s planned the lessons jointly

19. Year 9 Mathematics Lead Teacher Target Group of students who either had a KS2 level of 3 or who had entered at Level 4, but had made no progress on Year 8 Optional SATS Test. Received Securing Level 5 programme in Year 8. Taught in Non- contact Y11 time by Maths Lead Teacher. Maths specialist Teaching Assistants delivered Y 9 Booster lessons to groups of students withdrawn on a rolling timetable from non-core subject. Mock SATS papers used to monitor progress and inform future planning on key topics. LevelFFT PredictionActual 4168 5210 611

20. Intervention CoIlege Improvement Plan 07/08 Planned Intervention for all years 7 to 11 Each Year group has a separate strand for English and one for Maths The CIP outlines the data used to identify pupils, specific action planning, and checkpoints used to monitor progress Budget/resources – used Intervention Funding mainly for TA guided support / small class sizes Use of ICT to support English Timetabled TA’s to focus on Intervention Strategy Monitored in November, February and June

21. Intervention Strategy Group Intervention Strategy Manager - Sian Storry English Lead Teacher – Sam Custance Maths Lead teacher – James Grill English HLTA – Claire Heard Maths Teaching Assistant – Josie Axford Maths Advisor – Sue Madgwick English Consultant – Helen Lines www.deseducation.org/u_search3.asp?ds=1&anytime=1&search=In tervention