How do you assess and evaluate the provision put in place for my child?
The ideal outcome from academic interventions that are put in place for any child is that they close the gap between where they are and where they should be and reduce the need for intervention.
- For reading interventions we will be looking for improvements in standardised assessment scores (SAS) to show the gap is closing. Where this is apparent we may decide to stop the intervention, or where more improvement is needed continue the intervention for a while longer. If there has been no improvement we may further explore the difficulty and try a different intervention strategy
- After each ‘Stop the Clock’ data assessment point, as described at point 13 above, progress for each child can be compared across the curriculum and over time. Where students are seen to be achieving target levels support may be stopped – this also highlights where academic targets are not being met and identifies areas for targeted support.
The ideal outcome for behaviour is that students are able to moderate their behaviour and fully participate in the learning process.
- For students with targeted behaviour support, particularly through a PSP targets will be monitored on a daily basis with review meetings taking place every 8 weeks. Targets may be revised more frequently to ensure ongoing success resulting in changes to the support provided.
Where students have bespoke targets around other needs (eg Speech and Language, communication skills) the success of the provision will be seen in students meeting individual targets – if students continue to fail to meet targets the nature of the intervention will be reviewed. This would normally be following advice from Advisory Support Teachers.