At Oasis Academy Hadley there are a significant number of students who have low attainment in English and Maths. These students require additional interventions in order to narrow the gap between them and their peers. These interventions are put in place primarily by the Inclusion Faculty.
Mrs Heath, SENCO, is responsible for managing Intervention programmes for students at KS3 (year 7, 8 and 9). The interventions are delivered by a team of Higher Level Teaching Assistants (HLTAs) and specialist teachers.
Early intervention is key to identifying students who are low attainers. These students are identified through liaising with primary schools during the year 6-7 transition process, observations during summer school and a screening process in their first two weeks at the Academy in September.
The Inclusion team are part of the Year 6-7 transition meetings and gather information on individuals, baseline data such as KS2 SATs results serve as an indicator for early identification for intervention.
In year 7, Cognitive Ability Tests (CATS) in Non-verbal, Verbal and Quantitative Ability provide additional information for those students who are functioning at below average level.
Reading Tests give a reading age and a standardised score which indicates the ranking of students’ ability in reading and comprehension against those of the same age.
The Programme was designed by DfE and comprises of 18 sessions for students who are operating significantly below age related expectations. There are run in small groups of no more than six students. The main focus of the programme centres on grammar, inference skills, punctuation and writing skills. The sessions are delivered by the HLTAs.
The Programme is designed to kick start reading ability of those students who are operating at significantly low levels, below reading age 9, in their reading and comprehension skills. The intervention is delivered as one-to-one or as a pair by the HLTAs.
The Inclusion Faculty work closely with the maths department to identify students who are low attainers in maths. These students receive 1-to-1 support on a Maths catch up programme. This is administered by an HLTA.
Students’ progress is assessed every half term and is recorded in the students’ files. Students’ progress are measured against their Progress Grade in English and or maths and their reading age in order to gauge the effectiveness of the interventions.
Most of the sessions are run weekly and scheduled for 50 minutes. Staff responsible for delivering the programmes are given training through either in-house training or INSET organised by the local authority.