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Interventions/Booster groups for EVERY underachieving child?

Discussion in 'Primary' started by impulce, Mar 26, 2012.

  1. Do we really need to have an intervention or a booster group in place to show we are 'acting' on every child that either doesn't make good progress or doesn't hit the expected level?
    I feel as if I am constantly being asked "What are we doing about it?" whenever a child doesn't make a sub level jump, or is below age-related expectations and that the only right answer is that I have put an intervention into place.
    Is it OK to just say that I am aware of that child's needs, and that I am targetting them through questionning and guided group work? There is only so much we can do with the TA time we have, surely?
    I have 1:1 Catch up Literacy running for 5 children, differentiated phonics input, Tuesday afternoon SATs booster groups for writing (I am released to run these and work with 4 groups for half an hour each), and we have a Maths Specialist teacher who works with 4 different groups one morning a week as well. I feel very lucky to have all this provision and STILL cant fit something in for every child in every area of need. For example, I have a 2A child who hasn't made progress as I am not confident to give him a Level 3. I think he will get it, and he is still above age-related - yet am I expected to have 'put something into place' above and beyond normal classroom differentiation?
    And what about when we know we have a "FSM Issue" - That one always gets me because I dont treat my FSM children any different to my others - if Child A is not achieving I try my best to put something into place for him/her regardless of whether they are FSM. I am guessing that it is enough to point out how individual FSM children are being supported because it is likely they have been noticed as underattaining and therefore picked up anyway.
    What do others do? And what do you do when you really do not have the time or manpower to target children specifically?
    There are many MANY things going on on a daily basis to target children that we know need support in certain areas, but as this is not 'above and beyond' do people like Ofsted see this as 'enough'?
    Just something I have been pondering and I'd be interested in what others have to say :)
     
  2. I think some HTs are getting the message (rightly or wrongly, I don't know) that Ofsted are looking for all "vulnerable" groups to be receiving some sort of input/intervention to close any perceived attainment gaps.
    The only FSM child in my class at the moment is one of the brightest boys I have ever taught, and yet because he is FSM he is on the "vulnerable children" list in school and has to have additional literacy and numeracy input from a TA during foundation subject time. In my eyes, this is box-ticking and hoop-jumping at its very worst.
    Having said that, I would love to be able to timetable in a whole range of little support groups, for groups of children with specific needs in either literacy or numeracy (or both) but we don't have enough support staff who are able to do this well. Most of my "catch up" stuff for the children who just need a bit of a boost but don't fall into any category or appear on the "vulnerable" list has to be done through focus groups in lesson time.

     

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