Using the quality standards
You can find out the benefits of using the quality standards to help you achieve departmental consistency, as part of the six-week improvement process. You can also download the Element 4: Quality standards evaluation form (DOC-28 KB) Attachments and use it to assess your department's intervention procedure.
A whole-school approach to effective intervention ensures that:
- all pupils who are working below expectations and have the potential to achieve more are identified
- barriers to their learning are appropriately addressed, and pupil progress is tracked
- well-focused and targeted additional support for pupils is linked to their main learning
- teachers direct the work of additional adults to support learners, addressing the learners’ particular weaknesses and equipping them to work more effectively in lessons
- learners know their own learning needs and what to do in order to improve
- learners who face particularly intransigent barriers to learning or who have much ground to make up receive personal tuition where available
- identified pupils make good progress in the key areas of literacy and mathematics, close learning gaps and meet or exceed expectations
- there is a significant increase in the percentage of pupils making two levels of progress, particularly in English and mathematics for those moving from level 3 to level 5 at Key Stage 3 and for those moving from level 5 or level 6 to GCSE grade C and above at Key Stage 4.
Longer term, there is consistency in the department so that the department leadership team:
- is skilled in identifying the barriers to progress for groups and individuals
- identifies the appropriate resources and approaches to support pupils' improvement in the areas where they are underperforming
- makes sure that the work of additional adults complements the work in mainstream lessons.