1

Familiarisation with

Springboard Programmes

2

Objectives To raise awareness of the Springboard programmes

To discuss the selection of pupils who will benefit from Springboard programmes

To discuss the role of the adult in working with intervention programmes

To consider the role of the teacher in supporting intervention programmes

To begin to identify children who would benefit from accessing an intervention programme in mathematics

3

The Aims of Springboard Programmes

To support identified children and to remedy particular weaknesses in number so that they are in a better position to access and benefit from the teaching programme in their year group

To set the expectation that these children will catch up with their peers and achieve level 4 at the end of KS2

4

Why are we Targeting these Children?

The children are just below average; their difficulties may not be serious enough for them to be considered for SEN help

At present they are likely to fail to reach a Level 4 at the end of KS2 and later success at GCSE is likely to elude them

By targeting them now the hope is that they will “catch up” with peers and start to fulfil their potential before entering secondary education

5

Structure of the Files

The Springboard files contain: Guidance on the planning and teaching of the

programme Guidance on the role of the teaching assistant The teaching objectives of the units and their links

with the Yearly Teaching Programme Teaching Materials

6

How Should the Programme Run?

Springboard 3 & 4 run in the Autumn Term Springboard 5 and 6 run in Spring term The sessions complement existing Daily Mathematics

Lesson (DML) Children are supported in the DML by the TA The TA then works with the target group for the 30

minute Springboard session This session takes place after the DML and before the

next DML The teacher will plan to ensure that the target group

take an active part in the next DML The next Springboard session takes place after the

next DML

7

Selection of Children

Children who achieved level 2c at KS1 Children who were teacher assessed as above level

2c at KS1 but didn’t achieve it Children who only just missed achieving 2c Children who are making steady progress, but

continue to underachieve

Children who will benefit most from the programme!Children who will benefit most from the programme!

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Intended Targets Springboard 3 is targeted at those Year 3 children who

reached level 2C at the end of KS1 and who, with support, are likely to reach level 3 by the end of year 4

Springboard 4 is targeted at those children in Year 4 who, with some additional support, are likely to reach level 3 by the end of the year

Springboard 5 is targeted at those children in Year 5 who, with intervention, are likely to reach level 4 at the end of year 6

Springboard 6 is targeted at those children in Year 6 who, with intensive support, can achieve level 4 in the KS2 national tests.

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Role of the Teaching Assistant

Plan with the class teacher(s) Adjust units with the teacher Ensure session are resourced appropriately Support the target group within DML Deliver the session involving all the children through

questioning and demonstration Ensure successes are celebrated Feedback outcomes of each session to the teacher

prior to the next DML With colleagues evaluate the effectiveness of the

programme(s)

10

Role of the Teacher

With colleagues identify targeted children Ensure that units run alongside the MTP Plan with TA Discuss adjustment of units with TA Following each session ensure that the target group

are fully involved in the DML Discuss outcomes of each session with the TA Ensure successes are celebrated With colleagues evaluate the effectiveness of the

programme

11

Role of the Co-ordinator

Manage the organisation of the programmes Analyse data to support identification of target

group(s) With colleagues identify targeted children Lead staff training Ensure parents are fully involved Monitor Ensure successes are celebrated Evaluate the effectiveness of all intervention

programmes

12

Identifying Children

Using your MAG consider the children who are sitting in boxes below the shaded area (age related expectations) How far are they off achieving age related

expectations? What are the aspects of mathematics which are

causing this shortfall? Would the child benefit from the support offered by

the appropriate programme (it may be necessary to prioritise from this group)

Begin to list the children

13

Points For Action

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