Interventions Intent
At Egerton High School, we follow a three-wave intervention model to ensure that we meet the needs of all our learners, all of whom have complex Social Emotional Mental Health (SEMH) needs and many of whom have additional SEN needs.
The majority of our learners arrive at Egerton working below national expectations; in order to close this gap our priority is to secure our Wave 1 provision. Firstly, we ensure that all pupils are placed in small learning groups no larger than eight which are based around their developmental and academic needs. We recognise that intervention is no remedy for ineffective teaching & learning; therefore, we continually develop our teachers and teaching assistants so that they know what pupils need to do to improve and ensure that their planning of lessons focuses on these areas, using relevant materials and approaches to tackle misunderstanding and to reinforce key skills. We strive to ensure that all teachers and teaching assistants become skilled at reducing barriers to learning and intervening immediately at classroom level.
Although we recognise that withdrawal is not the main intervention, we do provide targeted, time-limited, individualised programs for specific pupils; this may result with them being removed from other lessons or from the main body of the school. In this Wave 2 or Wave 3 intervention, qualified, experienced teachers and teaching assistants will work 1:1 with learners to help reduce gaps in their knowledge, skills, or understanding thus accelerating progress.
Type of Intervention
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Pupils will be heard reading regularly by the Class Teacher, Teaching Assistant and/or our SSLT. We provide a range of texts and Barrington Stokes novels. At KS3, guided reading sessions are built into the English curriculum and students are explicitly taught reading comprehension strategies such as predicting, summarising, questioning, clarifying, inferring and connecting. We monitor the progress that all pupils are making in reading every half term through comprehension quizzes; furthermore, we use the NART (New Access Reading Tests) at least twice a year to monitor progress in students’ reading ages.
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Every half term, we evaluate the writing development of every student. This makes it possible for us to promptly identify students who might need additional support. Teachers assist students in the classroom by offering visual cues, vocabulary banks, sentence stems, detailed examples of writing exercises, and support from Teaching Assistants.
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Each half-term, we review each pupil's progress in mathematics. This makes it possible for us to promptly identify students who might need extra support. Teachers assist pupils within the learning environment by deploying Teaching Assistants, providing relevant equipment, and guiding lessons in mathematics. The objective of support is to plug in the gaps in a pupil's education while providing students the tools they need to operate more independently in the classroom. Additionally, we track students' reading age improvement at least twice a year using the NAMT (New Access Mathematics Tests).
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We use of Department of Education-approved Twinkl's Phonics Resources. We can teach pupils to read accurately, fluently, and with strong understanding thanks to this resource. To deliver this program, which teaches pupils to spell correctly and structure their thoughts for writing step-by-step, we work with certified phonics specialists and English teachers. The goal of the help is to fill in the gaps in a child's education and give students the tools they need to operate more independently in the classroom. After the phonics lessons, we also use Reading Rhinos, a reading program that complements the phonics curriculum. The ideal combination for Twinkl Phonics is Rhino Readers. Each book is fully decodable for children familiar with the equivalent level in with the DfE validated Twinkl phonics scheme.