1. InterventionStrategy
Rationale
The role involvedmanaging intensiveinterventionwiththe year11 studentswhowere
performingsignificantlybelow theirtargetgrades.Ananalysisof benchmarkdatacomparedwith
performance incontrolledassessments andmockexaminationscoresidentifiedover30 students,
predominatelyboys,whowere between1-3gradesbelow expectations. The interventionwas
phasedovertwotime window:initiallythe focuswasoninterventionwithcontrolledassessments
due towardsthe endof February2016; butthenfocusmovedtowards examinationskills,leading
towardsthe endof term. I devisedIndividual InterventionPlans(IIP) foreachstudent.
In close liaisonwiththe seniorteamanumberof structuredinterventionswere planned,
deliveredandevaluated:
1. I heldintensive twohourafterschool sessionsdesignedtoactuallyreplace existing
controlledassessments.These were timetabledontwoeveningsperweekoverasix week
period.IdesignedunitsbasedonDescriptionand Narrative writingtoreplace deficit
assignments.Studentsinthese sessionswere mainlyonDgrades;but hadtargets of C/B.
Over85% of the 23 students (including18 boys) involvedgainedsignificant
improvements,achievingtargetgrades orabove.The sessionswere self-containedwith
deliveryandassessmentcompletedinone focussedslot.The resourceswere designedto
ensure thatstudentswere engagedandkeyskillsdelivered.Icreatedthese andhave
placedthemontopowerpoint.
2. The SpokenLanguage studyunitwasalso problematicespeciallywithagroupof twelve
boyswithB-A* targets;butstuck at 3-4 gradesbelow target. A timetable wasstructured
to allowthree one hoursessionstoreplace the assignment.The resultswere outstanding
withall studentsgainingatleastone grade improvement,butfourable boysmovedfrom
D gradesto A gradesfor thiskeyassignmentandanotherfromB to A*.
3. Early morningFormperiodswere usedforindividual studentcoaching.These werewell
attendedwithchallengingpupilswhomade positive gainswithspecificskillstheyfound
difficult.Manyof the boyshad issueswiththe writingpaperandthe shortsharp skills
sessionswere popular,takingnomore thantwentyminutes.
4. Groups of aroundtwelve targetstudents were takenoutof Life Skillsforfocusonkey
examinationskills.A diagnosticanalysisof essays,mockpapersandexercise books
informedthe sequence of lessons.Studentvoice illustratedthe valueof clearlyfocussed
sessions,withboysparticularlyhappywithquickfire;butrelevanttasksandimmediate
feedback.
5. HolidayClinics:Excellentturnoutwithtargetstudentstothe holidayclinics.The theme
was to offerseveral bespokesessionstosupportstudentneed.Thesehada wideraim.
Studentswho were GiftedandTalented,forexample,hadanopportunitytoexceedtarget
grades.One boyfor example movedfromaB grade to an A*ona keyassignmentinan
intensiveday.
The EnglishDepartmenthadsufferedanunexpecteddipinperformance in2015. However,in
August2016 the school gaineda historichighinGCSE performance.