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Familiarisation with Springboard Programmes

Familiarisation with Springboard Programmes. 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

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Familiarisation with Springboard Programmes

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  1. Familiarisation with Springboard Programmes

  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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. Points For Action • - • - • -

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