Wave 3 Guide Briefing Sheets plus Examples of Monitoring Templates Moving On Reading and Writing AcceleRead, AcceleWrite Direct Phonics Speed Challenge Fresh Start Programme Read, Write Inc. Rapid Reading Programme Better Reading Partnership FFT Wave 3 Number Stars Supporting children with gaps in their mathematical understanding Primary Group Work- ESBD
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Wave 3 Provision Details Details Provision Name Moving on Reading and Writing [MORW] Session Details No. of Pupils per member of staff Up to 8 Wave 3 No. of sessions per week 3 Area of Need Reading, spelling and writing at specific phonics phase Develop ability to read/ write key words Length of sessions (in minutes) 20 Suitable for year group[s] Yrs. 2-9 No of weeks to run Time of IEP Assessment Tool(s) Small Steps assessments led by TA Suitable for the following groups of pupils School Action School Action Plus Statement 1:1 Description of provision suitability Skills addressed through provision Small group intervention for pupils working below expected levels, but with moderate additional needs Approach can be used in paired 1:1 situation with higher need pupils Resources used are those available within the school, but need to be at an appropriate skills and interest level. Linked to Small Steps assessment tracking, it allows staff to closely monitor the progress made by individual pupils or group. Pupils: learn 44 sounds and the corresponding letters/letter groups and learn to write the letters/letter groups which represent these sounds learn to read and write words using sound blending learn how to read and write basic key words show that they comprehend the stories through oral comprehension tasks develop skills in writing simple sentences linked to text Pupils work with pupils at the same level. This allows them to take a full part in all lessons. They work in pairs so that they: answer every question practice every activity with their partner take turns in talking to each other Group Target Pupil will be able to read, spell and used words independently when writing sentences Will be able to read / write key words in and out of context Success Criterion Pupil seen using taught skills in independent writing tasks on occasions In summative assessment, at end of IEP, pupil will be able to spell / words at Phase and read / [ Small Steps assessment] Can read / spell key words in end of iep assessment Monitoring Impact of support Completion of baseline and summative assessments [RWI and Small Steps] Tracking of progress over time of IEP [Tracking Grid] IEP target reviews with parents in 3
Wave 3 Provision Details Session Details Details Provision Name AcceleRead, AcceleWrite No. of Pupils per member of staff 1:1 Wave 3 No. of sessions per week 5 Area of Need Reading and writing at specific phonics phase Length of sessions (in minutes) 20 Suitable for year group[s] Yrs. 3-9 No of weeks to run 4 Assessment Tool(s) Small Steps assessments led by TA Suitable for the following groups of pupils School Action School Action Plus Statement Description of provision suitability Skills addressed through provision 1:1 intervention using talking word processor and carefully structured phonicbased sentences. Programme starts at Phase 3i Multi-sensory programme aimed at improving reading, spelling and listening skills, building on regular repetition Allows progress to be measured Develops pupil s keyboard skills Phonic patterns linked to phase and key words [*based on old HFW list-first 45- but could be adapted] Starting point for programme based on baseline assessments Activities which will support this work, includes Reading of a sentence at specific phonic phase Typing the sentence Amending sentence as necessary [developing self correcting skills] Writing four sentences for each grapheme Group Target Pupil will be able to read, spell and used words independently when writing sentences Success Criterion Pupil seen using taught skills in independent writing tasks on occasions In summative assessment, at end of IEP, pupil will be able to spell / words at Phase and read / Small Steps assessment] Monitoring Impact of support Completion of baseline and summative assessments [ ] Tracking of progress over time of IEP [Programme tracking sheet] IEP target reviews with parents in 4
Wave 3 Provision Details Session Details Details Provision Name Direct Phonics No. of Pupils per member of staff Up to 6 Wave 3 No. of sessions per week 2 Area of Need Spelling into writing Length of sessions (in minutes) 20 Suitable for year group[s] Yrs. 3-9 No of weeks to run Up to 33 Assessment Tool(s) Small Steps assessments Direct Phonics assessments Suitable for the following groups of pupils led by TA School Action School Action Plus Statement Description of provision suitability Skills addressed through provision Group intervention, based on homogenous need Needs to be brought to life through multi-sensory experiences. Also needs to be used in line with synthetic phonics approach Has a fast track system Aimed at improving spelling into writing skills, at specific phase level [Dyslexic] Starting point for programme based on baseline assessments Activities which will support this work, includes Match sound / symbols: Make words Using new skills to read the sentence Writing of words and sentences Work on key words need to develop Group Target Pupil will be able to read, spell and used words in writing of sentences Success Criterion Pupil seen using taught skills in independent writing tasks on occasions In summative assessment, at end of IEP, pupil will be able to spell / words at Phase [Small Steps assessment] Monitoring Impact of support Completion of baseline and summative assessments [ ] Tracking of progress over time of IEP [ Monitoring Sheet] IEP target reviews with parents in 5
Wave 3 Provision Details Session Details Details Provision Name Speed Challenge No. of Pupils per member of staff 1:1 Wave 3 No. of sessions per week 4-5 Area of Need Spelling and reading of key words Graphemes/ phonemes revision Length of sessions (in minutes) 5 mins Suitable for year group[s] Yrs.1-9 No of weeks to run Over IEP Assessment Tool(s) Small Steps assessments led by TA Suitable for the following groups of pupils Early Years / School Action Early Years / School Action Plus Statement Description of provision suitability Skills addressed through provision 1:1 support designed to consolidate recall of key words reading or writing Can also be used to reinforce phonic patterns learnt by group [Revision provision] Aimed at developing automaticity of focus words or graphemes Based on precision teaching techniques Records accuracy and speed of pupils in reading/ writing key words/ identifying graphemes Pupils: Read/ write 4 target words or phonemes in each challenge Recording system enables pupils to evaluate his/her own progress Group Target Pupil will be able to read/ spell and use key words/ phonemes in writing of sentences Success Criterion Pupil seen using taught skills in independent writing tasks on occasions In summative assessment, at end of IEP, pupil will be able to read / spell / key words [Small Steps assessment] Monitoring Impact of support Completion of baseline and summative assessments [ ] Tracking of progress over time of IEP [ Monitoring Sheet] IEP target reviews with parents in 6
Wave 3 Provision Details Session Details Details Provision Name Fresh Start No. of Pupils per member of staff Up to 8 Wave 3 No. of sessions per week 5 Area of Need Reading, spelling and writing at specific phonics phase Length of sessions (in minutes) 60 Suitable for year group[s] Yrs. 5-8 No of weeks to run Up to 33 Assessment Tool(s) Small Steps assessments Fresh Start linked assessment led by TA / SEN Teacher Suitable for the following groups of pupils School Action School Action Plus Statement Description of provision suitability Skills addressed through provision Small group intervention for pupils working significantly below expected levels Eg. Pupils in Yr 5 working at L2b or below, delivered instead of Literacy Hour session Resources are available for the teaching of reading, writing and spelling at an appropriate skills and interest level. Pupils to complete all 33 units by end of year. Linked to an assessment structure which allows staff to closely monitor the progress made by individual pupils or group. Pupils: learn 44 sounds and the corresponding letters/letter groups learn to read words using sound blending read lively stories featuring words they have learned to sound out show that they comprehend the stories by answering 'Find It' and 'Prove It' discussion questions learn to write the letters/letter groups which represent the 44 sounds write simple sentences and develop composition skills linked to text Pupils are assessed so they work with children at the same level. This allows them to take a full part in all lessons. Group Target Pupil will be able to read, spell and used words independently when writing sentences Success Criterion Monitoring Impact of support Pupil seen using taught skills in independent writing tasks on occasions In summative assessment, at end of IEP, pupil will be able to spell / words at Phase and read / [ Small Steps assessment] Able to achieve Level 3 in reading comprehension and writing tasks by end of Year 5 and therefore access Booster sessions in Year 6 Completion of baseline and summative assessments [Fresh Start and Small Steps] Tracking of progress over time of IEP [Tracking Grid] IEP target reviews with parents in 7
Wave 3 Provision Details Session Details Details Provision Name Read, Write Inc. [RWI] No. of Pupils per member of staff Up to 8 Wave 3 No. of sessions per week 4-5 Area of Need Reading, spelling and writing at specific phonics phase Length of sessions (in minutes) 60 Suitable for year group[s] Yrs. 2-4 No of weeks to run Up to 33 Assessment Tool(s) Small Steps assessments RWI linked assessment led by TA / SEN Teacher Suitable for the following groups of pupils School Action School Action Plus Statement Description of provision suitability Skills addressed through provision Small group intervention for pupils working significantly below expected levels Resources are available for the teaching of reading, writing and spelling at an appropriate skills level. Linked to an assessment structure which allows staff to closely monitor the progress made by individual pupils or group. Pupils: learn 44 sounds and the corresponding letters/letter groups learn to read words using sound blending read lively stories featuring words they have learned to sound out show that they comprehend the stories by answering 'Find It' and 'Prove It' discussion questions learn to write the letters/letter groups which represent the 44 sounds write simple sentences and develop composition skills linked to text Pupils are assessed so they work with children at the same level. This allows them to take a full part in all lessons. They work in pairs so that they: answer every question practice every activity with their partner take turns in talking to each other Group Target Pupil will be able to read, spell and used words independently when writing sentences Success Criterion Pupil seen using taught skills in independent writing tasks on occasions In summative assessment, at end of IEP, pupil will be able to spell / words at Phase and read / [ Small Steps assessment] Monitoring Impact of support Completion of baseline and summative assessments [RWI and Small Steps] Tracking of progress over time of IEP [Tracking Grid] IEP target reviews with parents in 8
Wave 3 Provision Details Session Details Details Provision Name Rapid Reading Programme No. of Pupils per member of staff 1:1 2:1 Wave Wave 3 No. of sessions per week 3-5 Area of Need Reading Length of sessions (in minutes) 15 mins Suitable for year group[s] KS2 and KS3 No of weeks to run Minimum of ½ term Assessment Tool(s) Bench mark assessment within programme Reading age and NC level led by TA or teacher Suitable for the following groups of pupils School Action School Action Plus Statement Description of provision suitability Skills addressed through provision For pupils from P7 NC level 2 in reading at KS2 / KS3 For struggling readers to develop reading strategies, and improve reading age and comprehension Uses speech recognition software, so needs access to computer Fluency Accuracy Comprehension Application of phonic skills at point of reading Group Target Success Criterion Monitoring Impact of support Uses bench mark assessment tool linked to programme 9
Wave 3 Provision Details Details Session Details Provision Name Better Reading Partnership No. of Pupils per member of staff 1:1 Wave 3 No. of sessions per week 3 + Area of Need Reading, phonics and writing Length of sessions (in minutes) 20 Suitable for year group[s] 2-9 [high need pupils] No of weeks to run 10 Assessment Tool(s) Small Steps assessments led by TA Suitable for the following groups of pupils School Action School Action Plus Statement Description of provision BRP parallels the Reading Recovery programme [designed by Bradford LA] Designed for pupils who have a basic sight vocabulary and decoding skills, but lacks fluency and skills of extracting full meaning from text Develops ability to read and write words at identified phonic phase level Group Target Pupil will be able to read, spell and used words [Phase ] independently when writing sentences Observed being able to locate information from text Success Criterion Pupil seen independently using skills taught in reading and writing tasks on occasions In end of IEP assessment will be able to achieve / words at Phase [Small Steps assessment] Monitoring Impact of support Completion of baseline and summative assessments [ ] Tracking of progress over time of IEP [ Monitoring Sheet] IEP target reviews with parents in 10
Wave 3 Provision Details Session Details Details Provision Name FFT Wave 3 Programme No. of Pupils per member of staff 1:1 Wave Wave 3 No. of sessions per week 3 Area of Need Reading / phonic and writing skills Length of sessions (in minutes) 20 mins Suitable for year group[s] Year 1-3 No of weeks to run Average 20 weeks Assessment Tool(s) Assessment linked to intervention programme led by TAs, overseen by class teacher or RR teacher Suitable for the following groups of pupils Early Years / Early Years / School Action School Action Plus Statement Description of provision suitability Y1 Y4 (working at P7 / low Level 1) Rolling programme of a Reading day then a Writing Day with Specific slots for letter and word work: Reading Day The child: re-reads a familiar book (4-5 mins) carries out three fast letter work activities (3 mins) reads a new book following a book introduction (6-8 mins) reconstructs a cut up sentence from the book (2 mins) learns a new word from the book (2 mins) Writing Day The child: re-reads yesterday s new book - weekly running record (4-5 mins) revises word(s) previously learnt (2 mins) composes and writes a sentence based on a picture from the book (8mins) learns a spelling from their writing (2 mins) reconstructs a cut up sentence from written sentence (2 mins) At the end of every lesson review with the child Has a parent pack Skills addressed through provision Reading skills Phonic / letter recognition skills Key words Application into writing skills Specific Target Success Criterion Monitoring Impact of support Assessment from file and Letters and sounds. Observation Survey Weekly running record 11
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Wave 3 Provision Details Session Details Details Provision Name Number Stars No. of Pupils per member of staff Up to 6 Wave 3 No. of sessions per week 4 Area of Need Basic number skills Counting to 10 +/ - to 10 Number bonds to 5 Length of sessions (in minutes) 20 Suitable for year group[s] Yrs. 1-2 No of weeks to run 14 Assessment Tool(s) Screening questions within programme led by TA Suitable for the following groups of pupils Early Years / School Action Early Years / School Action Plus Statement Description of provision suitability Skills addressed through provision Small group intervention for pupils working below expected levels Approach can be used in paired situation with higher need pupils Resources needed available within programme 14 week programme delivered through multi- sensory approach; the styles used are auditory, visual and kinaesthetic. During the 14 week intervention period pupils will work on the following objectives. To develop number recognition to 10 To develop counting to 10 To develop writing numbers to 10 To develop addition and subtraction within 10 To develop number bonds to 5 To secure, practise and apply key mathematic objectives by building on success. Through opportunities in the programme whereby pupils can talk about their learning. To develop confidence and self-esteem. To develop independence in learning. Group Target Pupil will be able to [For example: recognise numbers to 10] independently when completing basic number work Knows number bonds to Success Criterion Pupil seen using taught skills independently, when completing basic number tasks, on occasions In summative assessment, at end of IEP, pupil will be able to use calculation using +/ - within with % accuracy Monitoring Impact of support Completion of baseline and summative assessments Tracking pupil progress over time [ Monitoring Sheet] IEP target reviews with parents in 13
Wave 3 Provision Details Session Details Details Provision Name Gaps in Maths No. of Pupils per member of staff Up to 4 Wave 3 No. of sessions per week 4 Area of Need Number and calculation [+/ -/ x/ ] Length of sessions (in minutes) 20 Suitable for year group[s] Yrs. 3-9 No of weeks to run N/A Assessment Tool(s) Leicestershire CYPS Gaps Profile linked to intervention led by TA Suitable for the following groups of pupils School Action School Action Plus Statement Description of provision suitability The materials focus on number and calculation, tackling areas such as understanding the structure of number and operations between numbers. Problem-solving is integrated and exemplified in the materials, and opportunities are provided for children to develop mathematical vocabulary. An individualised approach that can be delivered either 1:1 or in a small group, dependent on the gaps in pupils mathematical understanding The teaching activities provide brief, focused teaching sessions, which make it possible for the pupil to benefit more fully from whole-class teaching. Support can be provided during work activity part of numeracy session, when class are also engaged in numeracy tasks Where appropriate, the activities finish with related activities for whole-class use in order to reinforce individual learning and promote inclusive practice. Skills addressed through provision Referenced by year group to the key objectives, within number and calculation, in the National Numeracy Strategy Framework for teaching mathematics- and delivered at point of pupil need. Group Target Pupil will be able to [insert learning step as detailed on the profile] independently when completing basic number work Success Criterion Pupil seen using taught skills independently, when completing tasks relating to number and calculation, on occasions In summative assessment, at end of IEP, pupil will be able to use number skills to with % accuracy Monitoring Impact of support Identified through SATs and assessed individual needs Completion of baseline and summative assessments through Gaps Profile Tracking pupil progress over time using tracker within the Gaps Profile IEP target reviews with parents in 14
Wave 3 Provision Details Session Details Details Provision Name Primary Group Work No. of Pupils per member of staff 6 Wave 3 No. of sessions per week 1 Area of Need Social, Emotional and Behavioural Difficulties Length of sessions (in minutes) 45-60 Suitable for year group[s] 1-7 No of weeks to run 8 Assessment Tool(s) Pre and Post Session Evaluations Pupil and Parent Feedback led by LSA/Senco/ Teacher Suitable for the following groups of pupils Early Years / School Action Yes Early Years / School Action Plus Yes Statement Yes Description of provision suitability Skills addressed through provision Group Target Success Criterion Monitoring Impact of support Small group intervention for pupils struggling to develop social skills, friendship skills or with difficulty managing their emotions. Resources for all sessions are provided on a CD rom that can be purchased from the Educational Psychology Service. The CD included a pre and post intervention skills questionnaire so that progress can be monitored. It is hoped children will: Find out more about themselves and others. Feel more confident to contribute ideas. Explore issues pertinent to themselves in more depth. Practise skills in a safe environment. Recognise that they have choices and develop skills to make the right ones. Learn to get on with other people. Learn to be reflective. Develop empathy. Develop coping skills. For children to work as a group to develop their social skills, confidence and ability to manage their feelings more effectively. For a child to report improvements in the issue they brought to the group. For teachers and parents to give the pupil a more positive score on their post intervention questionnaire than when it was used pre intervention. Regular discussions with staff, pupil and parents reviewed though the I.E.P or I.B.P process 15
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Monitoring Effectiveness of -Templates 17
A checklist for a quality intervention Management in school Is care taken that the intervention is not used as a substitute for properly differentiated quality first teaching (QFT) (Wave 1)? Do the effective features of the intervention feed back into QFT, so that QFT continually improves? Are the right children targeted, identified through data and careful tracking of progress? Are there clear entry and exit criteria for the intervention? Is regular review of children s progress incorporated as an intrinsic part of the programme? Are children involved, so that they understand the purpose and intended outcomes of the intervention? Are parents/carers involved, both in the decision that their child will take part and in knowing how they can support at home what the child is learning through the intervention? Is the intervention time limited? Has there been good training for the person delivering the intervention? Is there ongoing support and training for the person delivering the intervention? Is the quality of the teaching monitored regularly? Has there been good training for the class teacher involved? Is there joint planning between the class teacher and the person delivering the intervention? Does the class teacher know what the child is learning and how to support this in everyday teaching? Do the class teacher and person delivering the intervention have time to meet to review children s progress? Is the impact of the intervention on the group of children who have received it evaluated systematically using measures of progress both short term (at the end of the intervention), and long term by monitoring outcomes in National Curriculum tests, optional tests, etc.? Is the use of the intervention reassessed regularly in the light of this evaluation, to identify whether it should continue to be run? Is the use of the intervention reassessed regularly in the light of data on the profile of need in the school? Pedagogy Does the intervention programme include strategies to enable children to identify their own learning targets and to assess their own progress? Does it help them become independent learners? 18
Reading/ Writing Attitude Interview School/ Setting: Pupil: Year group: 1. Oct. 10: Do you enjoy reading? Not at all / a little / a lot June 11 : Do you enjoy reading? Not at all / a little / a lot/ more than I used to 2. Oct. 10: Do you enjoy writing? Not at all / a little / a lot June 11 : Do you enjoy writing? Not at all / a little / a lot/ more than I used to 3. Oct. 10 - Do you think you are a good reader? Yes / No / Not sure June 11 - Do you think you are getting better at reading? Yes/ No 4. Do you read at home? If so, how often? Oct. 10 - Daily sometime, not often, never June 11 - Daily sometime, not often, never 5. What makes reading and writing easy for you? Oct. 10 - June 11 6. What makes reading and writing hard for you? Oct. 10 - June 11-7. June. 11: Think about the amount of reading/ writing that you do now compared with last year. Do you think you now read: - More - about the same - less? Do you think you now write: - More - about the same - less? 19
INTERVENTION MONITORING FOR Area of need addressed Entrance criteria Exit criteria [by end of programme] Weeks needed for programme Time per week Number of pupils in group Group Target [s]: Impact Pupil Progress Tracker: Name Baseline Assessment Date Interim Assessment Date End Results Date Details of progress/ Out come [+/-/=] Evaluation of intervention / progress made Other Points Next steps: 20
Fresh Start / RWI/ MoRW Monitoring Sheet School: Date: Pupils Initials Year Grp No. of weeks / lessons completed Reading Book Level [Start + Finish] TA redirected from session Pupil Absence [If over 10%] Reading ages Start End Gains [months] Spelling ages Start End Gains [months] Reading Comp. NC Level Start End Gain [Pts] Writing NC Level Start End Gain [Pts] Pupils Average Lessons Average progress = RA Ratio = Average progress = SA Ratio = Average pt gain = 21
Pupil Progress Tracker Assessment Record For Year Group -------: [ 20------ ] Phase 2 Phase 3i Phase 2 + 3 Phase 3ii Phase 4 Phase 3iii Phase 5 Name: Area Place Date; Phonemes 2 Letters CVC Words Double Letters Con. Digraphs. CCVC+ CCCVC CVCC Words Vowel Dig.+ Trigraph. Vowel Digraph. Split Vowels Polysyllabic Tricky Words NC Levels Formal Assess. of on R W R S R S R S R S R S R S R S S R S R S To Read To Write Writing Maths May - May Need Record /26 /26 /5 /5 /10 /10 /4 /5 /10 /10 /21 /10 /16 /10 /23 /15 /13 /5 /12 /6 /10 /82 /82 Task Task SA RA Feb May Feb May Feb May Feb May Feb May Feb May Feb May Feb May Feb May R = Reading Phonically Regular Words W = Write SA = Spelling Age S = Spelling words RA = Reading Age 22
Pupil Progress Over Year [Using school data] Year and identified group* Year 1: 2 terms progress Year 2: Reading: points score progress Writing: points score progress Maths: points score progress -tive No 2 4 6+ -tive No 2 4 6+ -tive No 2 4 6+ progress progress Progress Year 3: Year 4: Year 5: Year 6: 23
Pupil Progress and Attainment Termly Monitoring Year 2 Year 3 Year 4 Year 5 Pupil 1 P 2 P 3 P T PS 1 P 2 P 3 P T PS 1 P 2 P 3 P T PS 1 P 2 P 3 P T PS Pupil A Pupil B Pupil C Pupil D Pupil E Pupil F Pupil G Pupil H Pupil I Pupil J Pupil K FFTD 24
CASE STUDY OF A PUPIL WITH SEN A case study of a potentially vulnerable child to assess the effectiveness of the care, guidance and support / curriculum adjustments for individual pupils Pupil Date of placement on SEN record Pen Portrait including area(s) of need / barriers to learning External agencies who have been involved PROVISION OVER TIME / ARRANGEMENTS OVER TIME How the skills of staff have been developed to address needs QUANTATIVE OUTCOMES FOR PUPIL YEAR Attainment FS/NC/P levels or GCSE/ other Eng Maths Eng Maths Eng Maths Eng Maths Eng Maths Eng Maths Progress Summary QUALITATIVE OUTCOMES FOR PUPIL / SCHOOL 25