Case Study from Sarvinder Phalora, Curriculum Leader of Mathematics:
Nishkam School, West London.
Since opening in September 2018, our school has undergone a process of developing good, effective systems which best support the wide-ranging pupils we have taken in. Part of this work was to identify those who were in need of the greatest level of support, typically in English or Maths. Such judgements were made with regard to KS2 data and/or performances on baseline testing. We are grateful to SAM learning and their Three-wave Intervention approach for aiding learning and progression.
Currently, we are exploring the 2nd wave (SDP Priority Intervention) for establishing a core group of students in the year, for whom proficiency in Literacy and Numeracy is extremely low. This is something that is still in its infancy but a measure that we are extremely excited about, since we can really target their needs in a way we cannot ever truly do at a classroom level, given the demands of the National Curriculum and the various needs of all other learners.
However, it is the 3rd wave of the intervention model that has created the most opportunities for us so far. Unfortunately, we have seen spells of extended pupil absence, illness or even isolation. Consequently, such pupils require an additional layer of support with their learning, given the period of time spent away from their usual, timetabled lessons. SAM Learning has been a go-to resource for teachers to set tasks and activities, which pupils access and complete from home. The instantly generated ‘Set Tasks’ report provides instant feedback on the learner’s performance at a bespoke level, keeping teachers in-the-know about their work away from the classroom. This has helped to bridge the gap between home and school, making the transition much smoother than it would have otherwise been, without this level of intervention.
Staff are also able to benefit from the time saved by not setting written tasks and subsequently checking or monitoring the learning evident in the pupil’s performance on such a task. The feedback and information contained in the generated report, as well as the ‘View’ feature, provides teachers with adequate provision over the quality of learning had by that pupil, prior to their full return to school.
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