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Intervention

Intervention programmes: Some questions answered

As teachers you are already aware of many of the issues around managing intervention programmes. The following frequently asked questions and responses will provide further support as you implement the full range of Springboard 3, 4 and 5 programmes and the Year 6 Booster programme.

Qu 1. Why are we targeting these children?

Qu 2. How can schools manage to deliver extra Springboard and Booster sessions for their children?

Qu 3. How could we use the materials if we do not have extra funding for Springboard programmes?

Qu 4. What is the most effective way of using the Springboard materials?

Qu 1. Why are we targeting these children?

These children are just below average. Their difficulties may not be serious enough for them to be considered for additional SEN help but the difficulties still need to be addressed. The Springboard programmes are not designed to be used with children with special educational needs, however, with adaptation the programmes could support children in other year groups. At present they are likely to fail to reach a Level 4 at the end of KS2 and later success is likely to elude them.

By targeting them now we give them an opportunity to 'catch-up' with their peers and start to fulfil their potential before entering secondary education.

• Springboard sessions could be delivered outside the daily mathematics lesson but within other lesson time.
  • Schools might consider scheduling Springboard Sessions so that the same curriculum areas are not consistently affected each week;
  • it may be possible to schedule parts of sessions during lunchtime or other breaks.
• Springboard sessions could be delivered outside lesson time. This could be within the school day, for example during lunchtime, or before or after school.
  • Schools will need to consider how they can ensure that they provide quality time for teaching mathematics, possibly varying the length of sessions and the times when they are scheduled (but still ensuring that the children have access to collective worship.)
  • Where there are sessions over lunchtime this needs to managed so that it is not so frequent that children miss the opportunity to socialise with their peers. If this is too frequent an occurrence it is possible that the children will be over-tired for the afternoon's teaching and learning.
  • Sessions taking place before the start of the day are successful but they need to be well managed. Children will need to have regular reminders and careful explanations of what is planned and intended.
  • Parents and carers are key in any of these arrangements but particularly where time is taken outside the normal lesson time. Schools have found that sessions have been most successful when parents and carers are kept fully involved and informed. They have important roles to play with some of the Springboard Units supporting their children with homework.
• The children who could benefit from the Springboard and Booster programmes are often the same ones targeted for additional literacy support. This will need careful managing to ensure that their curriculum experiences are not narrowed.
• The scheduling of extra sessions does not need to be on a regular basis but planned to relate to the current work in the daily mathematics lesson. This will need co-ordinating by the class teacher who is planning the topics to be taught.

Qu 3. How could we use the materials if we do not have extra funding for Springboard programmes?

The springboard materials have been written to enable some flexibility. Suggestions for use are that:

• Teachers could plan the daily mathematics lesson adjusting the objectives according to the needs of the whole class. They could then use the springboard materials with a targeted group, while the remainder of the class work on a similar theme at their own level, or use the materials with the main body of the class.
• Classroom assistants could use the springboard materials during a daily mathematics lesson with a targeted group of children after the teacher's main input.
• Springboard materials can be selected to support the teaching of topics that children have found difficult.
• Teachers will adapt and use the lesson plans and teach them in their daily mathematics lessons. All teachers will find the lesson plans of value and would benefit from being given the opportunity to familiarise themselves with the materials
• The Springboard materials could be adapted for other year groups; teachers will find the objectives, teaching points and resource sheets useful for a wide range of situations.

Feedback from headteachers and teachers shows that to make most effective use of the Springboard and Booster materials schools need to:

• Identify those groups of children who would most benefit from extra support in each year group. Ensure that the group of children to be taught do fall into the targeted group that Springboard and Booster aims to support. Feedback indicates that when children are included who are outside the target group then the support is less effective.
• Decide which Springboard programmes you will be using for maximum benefit of your children.
• Plan when the support will take place and how best to manage it within your school.
• Allow teachers and teaching assistants time to familiarise themselves with the lesson plans and to view the accompanying video sequences.
• Ensure the teaching in extra sessions focuses upon working orally with children and not on working through worksheets.
• Plan that the timing of the Springboard and Booster sessions supports the aspect of mathematics being taught to the rest of the class.