1. 1 Familiarisation with Springboard Programmes

2. 2 Objectives  To raise awareness of the Springboard programmes  To discuss the selection of pupils who will benefit from Springboard programmes  To discuss the role of the adult in working with intervention programmes  To consider the role of the teacher in supporting intervention programmes  To begin to identify children who would benefit from accessing an intervention programme in mathematics

3. 3 The Aims of Springboard Programmes  To support identified children and to remedy particular weaknesses in number so that they are in a better position to access and benefit from the teaching programme in their year group  To set the expectation that these children will catch up with their peers and achieve level 4 at the end of KS2

4. 4 Why are we Targeting these Children?  The children are just below average; their difficulties may not be serious enough for them to be considered for SEN help  At present they are likely to fail to reach a Level 4 at the end of KS2 and later success at GCSE is likely to elude them  By targeting them now the hope is that they will “catch up” with peers and start to fulfil their potential before entering secondary education

5. 5 Structure of the Files The Springboard files contain:  Guidance on the planning and teaching of the programme  Guidance on the role of the teaching assistant  The teaching objectives of the units and their links with the Yearly Teaching Programme  Teaching Materials

6. 6 How Should the Programme Run?  Springboard 3 & 4 run in the Autumn Term  Springboard 5 and 6 run in Spring term  The sessions complement existing Daily Mathematics Lesson (DML)  Children are supported in the DML by the TA  The TA then works with the target group for the 30 minute Springboard session  This session takes place after the DML and before the next DML  The teacher will plan to ensure that the target group take an active part in the next DML  The next Springboard session takes place after the next DML

7. 7 Selection of Children  Children who achieved level 2c at KS1  Children who were teacher assessed as above level 2c at KS1 but didn’t achieve it  Children who only just missed achieving 2c  Children who are making steady progress, but continue to underachieve Children who will benefit most from the programme!

8. 8 Intended Targets  Springboard 3 is targeted at those Year 3 children who reached level 2C at the end of KS1 and who, with support, are likely to reach level 3 by the end of year 4  Springboard 4 is targeted at those children in Year 4 who, with some additional support, are likely to reach level 3 by the end of the year  Springboard 5 is targeted at those children in Year 5 who, with intervention, are likely to reach level 4 at the end of year 6  Springboard 6 is targeted at those children in Year 6 who, with intensive support, can achieve level 4 in the KS2 national tests.

9. 9 Role of the Teaching Assistant  Plan with the class teacher(s)  Adjust units with the teacher  Ensure session are resourced appropriately  Support the target group within DML  Deliver the session involving all the children through questioning and demonstration  Ensure successes are celebrated  Feedback outcomes of each session to the teacher prior to the next DML  With colleagues evaluate the effectiveness of the programme(s)

10. 10 Role of the Teacher  With colleagues identify targeted children  Ensure that units run alongside the MTP  Plan with TA  Discuss adjustment of units with TA  Following each session ensure that the target group are fully involved in the DML  Discuss outcomes of each session with the TA  Ensure successes are celebrated  With colleagues evaluate the effectiveness of the programme

11. 11 Role of the Co-ordinator  Manage the organisation of the programmes  Analyse data to support identification of target group(s)  With colleagues identify targeted children  Lead staff training  Ensure parents are fully involved  Monitor  Ensure successes are celebrated  Evaluate the effectiveness of all intervention programmes

12. 12 Identifying Children Using your MAG consider the children who are sitting in boxes below the shaded area (age related expectations)  How far are they off achieving age related expectations?  What are the aspects of mathematics which are causing this shortfall?  Would the child benefit from the support offered by the appropriate programme (it may be necessary to prioritise from this group)  Begin to list the children

13. 13 Points For Action ------