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-26 KB) Attachments and use it to evaluate your department's intervention procedure.
Benefits
A whole-school approach to effective intervention makes sure that:
- all pupils in Years 7 to 11 who are working below expectations and have the potential to achieve more are identified and appropriately provided for by addressing the barriers to their learning and tracking their progress
- identified pupils make good progress (two levels of progress at Key Stage 3 and Key Stage 4) in the key areas of mathematics, close learning gaps and meet or exceed expectations
- well-focused and targeted additional support for pupils is linked to their main learning and teachers direct the work of additional adults to address pupils’ identified needs and equip them to work more effectively in lessons
- pupils know their own learning needs and what to do in order to improve
- where available, necessary and appropriate, pupils with particularly intransigent barriers to learning or who have much ground to make up, receive personal tuition.
Departmental consistency
Longer term, there is consistency in the department so that teachers:
- are skilled in identifying the barriers to progress for groups and individuals
- identify the appropriate approaches and resources to support pupils' improvement in the areas where they are underperforming
- make sure that the work of additional adults complements the work in mainstream lessons.
