1. TCS Intervention Creation Executive (ICE Committee)
Objectives
To discuss effective intervention strategies
To create a best practice document.

2. Intervention
Intervene - take part in something so as to prevent or alter a result or course of events.
Indicates something isn’t working or could work better. IMPACT
Teaching and learning strategies – the hook
Schemes of work – differentiated
Setting or not – Sutton Trust -2 months impact
Homework – is it relevant?
Rapport and relationships with students.
EPRA – engaging parents in raising attainment – are we?

3. TCS FOCUS
F – Find out what others are doing; what works best with cohorts?
O – Outline who needs support and why. Data, talk to staff
C – Consider the impact of the intervention
U – Use the strengths of staff and students to tailor appropriate interventions
S – Support parents and students to achieve their best!

4. The basics Meet them with a smile and a welcome. ‘How are you?’
Start afresh each lesson
Empathy for their lives.
Show the students you are human – you have had difficult experiences..

5. Tutorial http://padlet.com/csmith64/mw242oy7awn6 Meet and greet
Seating plan – refresh!
Reward – catch them being good
Responsibility – leadership
Report cards – POSITIVE?

6. KS3 – Catch them being good!!
JOT Down everything you do in your organiser, register, seating plan or straight onto your PR sheet…
Reward – notes in organiser, vivos, postcards, phone calls home!
MMM – Make Marking Matter – including verbal feedback
Supported by AGT/More able students –seating plan
Peer mentoring
Use the making room
Invited to extra-curricular-did they attend?
Target meetings and support –at end of lesson.
Direct concerns to Tutor, YLM and CTL
Departmental report – whole class report, especially when sharing classes with other teachers.
Meet them out of lessons – in the corridor – ‘can I have a quick word?’ ‘are you ok?’
Meet students in a neutral area – H1 or similar.
LET THEIR PARENTS KNOW ABOUT THEIR PROGRESS!!

7. kS4 Student X FFT GM – GRADE C Young Leaders programme (Yr9)
Showing X this slide was the most powerful intervention. ‘I need to revise.’
More difficult – sometimes many different strategies have little impact…
Student X
FFT GM – GRADE C
Young Leaders programme (Yr9)
Resistance training on KS3 Curriculum (Yr 9)
Rugby, cricket and athletics extra curricular
After school revision sessions
Reduction of practical to retake off target exams
Sits next to able student X,
Met with Mum in year 10 and 11,
PE FOCUS evening – Oct 2013
MLR – GRADE D

8. kS4 – first impressions – fresh start Catch them being good – again!
Reward – shiny stickers
MMM – Make Marking Matter – including verbal feedback
Supported by AGT/More able students –seating plan
Peer mentoring
Invited to extra-curricular-did they attend?
Target meetings and support –at end of lesson.
Lunch sessions. Eat and revise/complete work.
Direct concerns to Tutor, YLM and CTL
Departmental report
Meet them out of lessons – in the corridor – ‘can I have a quick word?’
LET THEIR PARENTS KNOW ABOUT THEIR PROGRESS!!

9. ctl Keep a record Support Club/Detention to support the team
Hierarchal team report system
Department awards
Assemblies
Leadership programmes.
Engage Leadership – ‘drop down days’ off TT to catch up.
CELEBRATE SUCCESS!