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The Coalition Government took office on 11 May 2010. This publication was published prior to that date and may not reflect current government policy. You may choose to use these materials, however you should also consult the Department for Education website www.education.gov.uk for updated policy and resources. Intensifying Support Programme Standards Programme Intensifying Support Programme Materials to support schools facing challenging circumstancesIntroductionIntroducing the materials3What is the Intensifying Support Programme (ISP)?3Background to the ISP4Aims and outcomes of the ISP5How does the ISP work?6The impact of the first year of the ISP8Section 1: The Intensifying Support ProgrammeThe role of the ISP in the LEA11The key themes of the ISP16The core ISP instruments21Sustaining the ISP34Roles and responsibilities in the LEA37Case studies exemplifying key themes of the ISP 43Section 3: The Professional Development Introducing the Intensifying Support Programme (ISP)73PDM 1: Introducing the ISP in school and setting curricular targets 75PDM 2: Sharing objectives81PDM 3: Questioning87PDM 4: Modelling and demonstrating93PDM 5: Problem solving and investigating99PDM 6: Taking stock and evaluating progress105Appendix 1: Coordinators self-evaluation grid and planner111Appendix 2: NNS mathematics key objectives119Appendix 3: NLS illustrative target statements for reading and writing 129Appendix 4: LAI guidance: the role of the link LAI in ISP schools155Appendix 5: The audit of non-negotiables157Appendix 6: Guidance on writing the RAP and RAP form159Appendix 7: ISP self-evaluation grid165 Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support Programme Introducing the materialsThese materials have been developed by the Intensifying Support Programme (ISP), a pilotproject to raise standards in schools facing challenging circumstances.The book includes the materials used in the ISP as well as case studies of the programme inaction. The aim is that these materials contribute to the school improvement work of LEAs andThe materials were produced for use in low-achieving schools but can be adapted for wider use.Many of the LEAs involved in the pilot are already using aspects of the materials more widely inThe book has an introduction giving an overview of the ISP pilot, followed by three sections.Section 1 introduces the structures and key material.Section 3 provides the ISP materials for in-school staff meetings. This section is alsoThe video accompanying these materials supports the work in schools. The materials are alsoreproduced on the accompanying CD-ROM and are available on the Primary Strategy website(www.standards.dfes.gov.uk/primary).What is the Intensifying Support Programme (ISP)?The ISP is a school improvement programme designed to raise standards and improve teachingand learning in the context of the school as a professional learning community. The programmethe cycle of audit and setting targets, action and review.Four key themes run through the programme. These are:raising standards and accelerating progress;improving the quality of teaching and learning;improving the conditions for learning;developing the school as a professional learning community.The programme aims to draw together existing good teaching and learning practice in LEAs and schools in order to maximise impact. Primary© Crown copyright 2004Intensifying Support Programme IntroductionIntensifying Support ProgrammeThe Intensifying Support Programme Background to the ISParose out of the work of the National Literacy Strategy (NLS) and National Numeracy Strategy(NNS) strategies that were introduced in 1998 and 1999 respectively to raise standards inThese strategies have improved standards for children across all levels of attainment and from abroad range of communities. However, it was clear in 2002 that there was a small but significantcohort of schools where results remained low and where the existing model of implementationand the support from the NLS, NNS and LEAs were not having sufficient impact on standards. In2002 there were 437 schools in England where level 4+ attainment in the Key Stage Many of these schools had received substantial input from the NLS and NNS and also from theirled to sustained improvements in the school. These schools often faced complex and challengingcircumstances.The rationale behind the development of the ISP was to bring together, in a coherent package,the key elements of effective school improvement and to incorporate them into a systematic andvery structured programme for consultants, LEA advisers/inspectors (LAIs) and school teams towork on together.In summer 2002, 13 LEAs, each with at least ten schools where level 4+ performance at KeyStage 2 was below 50% in English and/or mathematics, were invited to join the ISP, a two-yearpilot to work with their schools in challenging circumstances. In autumn 2002 the programmewas set up with these 13 LEAs in 130 schools across the country. Intensifying Support ProgrammePrimary© Crown copyright 2004IntroductionIntensifying Support ProgrammeThe Intensifying Support Programme The aims of the programme are to:raise standards and improve the quality of teaching and learning in English andnarrow the attainment range at the end of Key Stage 2 across all schools in theimprove the leadership and management of English and mathematics;develop the role of the ISP consultant to work across both literacy and mathematics inincrease the involvement of school improvement services and LAIs in supporting thePrimary National Strategy to raise standards in English and mathematics;model alternative ways of working with schools and LEAs that can be disseminated toThe programme concurs with the statement inPrimary Schools:Primary education is a vital stage in childrens development, laying the foundations for life.We want schools to continuously improve the teaching they offer, so that the added valuethey give to children rises. And we challenge every primary school to be systematic andrigorous in using evidence to improve teaching and to set appropriate targets forindividual children and to monitor their progress.Excellence and Enjoyment: A strategy for Primary SchoolsIn line with this statement, the expected outcomes for the schools in the programme were:improved performance in English and mathematics in the end-of-key-stage assessmentsthat a similar proportion of pupils achieve at expected levels in National Curriculum tests asin other schools from similar statistical groups;that expectations of performance in English and mathematics increase and the quality ofteaching improves;that headteachers and coordinators are able to lead more effectively and to sustainimprovement in standards, teaching and learning, monitoring and prioritising;increased and effective use of additional adults in supporting the literacy hour and the daily Primary© Crown copyright 2004Intensifying Support Programme IntroductionIntensifying Support ProgrammeThe Intensifying Support Programme Key to the programme is the establishment of systems in the schools, which will provide acoherent approach to raising standards and which will support the schools in becoming self-sustaining professional learning communities.school that ensures that they work together to challenge and support the school.The four key themes that run through every aspect of the programme: raising standards and accelerating progress; improving the quality of teaching and learning; improving the conditions for learning; developing the school as a professional learning community.The recurring structure of the programme in the school. This starts with the link LAI andISP consultant working with the school to audit provision against some essential . There is a strong focus here on ensuring that target-setting and pupil-tracking mechanisms are in place., which is drafted from the activities described aboveas part of the programmes recurring structure. The RAP is the short-term action planaddressing the four key themes that drive the schools development. This is reviewedA programme of regular whole-staff professional development and accountability againstthe key themes. In order to support the four key themes and the RAP targets, the ISPconsultant works with the school to deliver half-termly staff meetings. These professionalintroduce the half-termly curricular targets for literacyand numeracy and the focused teaching strategy. They also provide an importantopportunity for teachers to reflect on progress so far, and to identify key actions forthemselves and the children in their class. These are recorded on their or a similar document. These actions are then reviewed at thethe programme of monitoring and support with the link LAI, the ISP consultant and theliteracy and mathematics consultants. All staff contribute to the monitoring through theirIDPs and the school monitoring procedures. The termly RAP review evaluates progressSection 2 provides a more detailed description of each of these elements and of the ISP inaction, providing case study examples. Intensifying Support ProgrammePrimary© Crown copyright 2004IntroductionIntensifying Support ProgrammeThe Intensifying Support Programme Primary© Crown copyright 2004Intensifying Support Programme IntroductionIntensifying Support ProgrammeThe Intensifying Support Programme Core instrumentsThe professional development meeting (PDM)consultant, headteacher, SMT toand agree the key elements of theheadteacher, key staff and ISPand to prepare the first PDMAll staff informed of the ISP by theheadteacher before the first PDMHeadteacher/SMT, ISP consultantand LAI review the RAP and agreeHeadteacher, key staff, ISPconsultant and LAI meet to agreeannual/final review of the programmeand to agree next steps/exitHeadteacher and staff carry outagreed actions identified followingthe review of the programme,appropriate.Further monitoring, review andheadteacher and coordinators asappropriate, delivers the first PDM,which introduces the class targetsterm focus). Staff identify how theirclass will meet curricular targetsand any specific targets and areasThe headteacher, staff and ISPconsultants carry out agreed actionsagencies as appropriateThe headteacher/SMT, ISPconsultant and LAI review the RAPand agree further focus and actionsheadteacher and coordinators asappropriate, delivers the second(third, etc.) PDM which introducesStaff identify on their IDP how theirany specific targets and areas forThe headteacher, staff and ISPconsultant carry out agreed outcome of the PDM. They areconsultants/agencies as appropriateAnnual/final review and next stepsInitiating the programme Figure 1:ISP structureRaising standards and accelerating progressImproving the quality of teaching and learningImproving the conditions for learningDeveloping the school as a professional learning community Evaluation of the pilot was built in from the start in order to identify which aspects of theprogramme were the most and least successful and to inform future work. The pilot wasdesigned as a two-year project to give enough time to establish the systems for whole-schoolimprovement within the schools. The evaluation of the first year reviewed the impact of qualitativeand quantative change within the schools so far.the Primary Strategy, through visits to LEAs and schools and ongoing feedback from ISPthe 130 schools self-evaluation of the impact of the programme against criteria agreedwith the LEA in order to provide the required quality assurance;an external evaluation of the second year of the programme by Nottingham TrentUniversity, to be reported in summer 2004. Intensifying Support ProgrammePrimary© Crown copyright 2004IntroductionIntensifying Support ProgrammeThe Intensifying Support Programme Key findings from the evaluationIn 2003 the national end of Key Stage 2 results in English and mathematics retained theexisting high standards in a year of test changes. The provisional end of Key Stage 2results in ISP schools showed overall improvements.In six LEAs ISP schools made better improvements in English and mathematics than otherIn nine LEAs ISP schools made better than the overall LEA improvements in English,personnel. The role of the consultants has been extended so that they work more as brokers forIn schools, staff have appreciated the opportunity to work on a single focus that gives them theopportunity to consolidate and contextualise the work that has gone before. They haveappreciated the regular pattern of meetings and support from the ISP consultant.The core instruments and pattern of support have provided a coherence and focus to theeffective implementation is linked to improvements in attainment and teaching.Three key features that stand out as particularly important are:constructing a clear RAP as the short-term school operational plan that will be evaluatedsetting half-termly curricular targets for each class that teachers and children sign up toand which are used to monitor childrens progress through the school;fostering a culture of reflection and discussion in the school, which is supported by thepattern of the PDMs and the IDP.The joint schools and LEA evaluations of the programme have identified a number of benefits.Overall, schools felt extremely positive about the success of ISP, with 83% stating that theprogramme had contributed to school improvement and 37% rating it as having significantPupil-tracking and monitoring systems are well established; 92% of schools stated thatpupils had made progress, with 21% saying that pupils had made good or significantprogress. Schools made comments such as: the setting, and achievement by pupils, ofImprovements in teaching and learning have been identified by many schools, with 80% ofschools having 50% of literacy and mathematics lessons graded good or better. Schools Primary© Crown copyright 2004Intensifying Support Programme IntroductionIntensifying Support ProgrammeThe Intensifying Support Programme and learning, and: The project has created a supportive framework to place teaching andlearning securely at the heart of whole-school improvement.89% of schools have improved the learning environment. Staff feel that conditions forlearning are improved with pupils wanting to learn was the view of many schools.Most schools (89%) indicated positively that the ISP aims were shared and all staff wereinvolved in learning.The ISP has been seen as a successful model to raise standards in schools and will be extendedto 855 schools as part of the Standards Funding for 2004 05. The toolkit and video will form thecore materials for the implementation of the programme. Intensifying Support ProgrammePrimary© Crown copyright 2004IntroductionIntensifying Support ProgrammeThe Intensifying Support Programme This section aims to provide further detail about the design and structure of the ISP,to introduce the materials that have been developed for the programme and to reflecton what has made the programme successful. The section is divided into three parts focusing on:the role of the ISP in the LEA;the ISP core instruments.The role of the ISP in the LEAThe integration of the ISP into LEA school improvement systemsFrom the start it was clear that, if the ISP was going to make a difference, it needed to be locatedat the heart of school improvement services within LEAs. The first meetings with LEAs clarifiedthat the ISP should be seen as an integral part of, not additional to, the LEAs work to raiseachievement and improve teaching and learning.early meetings clarified that the programme aimed to support and strengthen effective LEApractice through:expecting the LEA to use the ISP to provide strategic direction and vision for its work withmaking sure that the procedures and protocols used in the ISP fit in with and emulate bestpractice models for working with schools causing concern;supporting the joining up of provision and the work of the LEA field force in participatingschools to ensure coherence and impact.Specifically LEAs were asked to:identify a senior inspector or Primary Strategy Manager who would provide the lead in theLEA, and join the ISP Project Board who steered the national direction of the programmeidentify named LAIs to work closely with the ISP consultant. They would coordinate theprogramme work in the LEA and attend national termly training with the ISP consultant;designate four days from each link LAI supporting the ISP schools so that they could workin partnership, and liaise closely, with the ISP consultant. The link LAI was to maintain thestrategic role of support and challenge, the consultant provided the front-line support. Theyworked together with the school for termly RAP writing and review to ensure a coherent,shared and unified approach to the work with the school;appoint the ISP consultant from their literacy or numeracy consultant teams. This was anadditional funded post. ISP consultants were to become the front-line contact with the Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support ProgrammeThe Intensifying Support ProgrammeThe Intensifying Support Programme Intensifying Support Programme Primary© Crown copyright 2004The Intensifying Support ProgrammeThe Intensifying Support Programme schools and provide regular and reliable support to implement the ISP in the schools. Theconsultants received three days national training each term;identify ten of their lowest performing schools those with below 50% attainment of level4+ in English and/or mathematics at the end of Key Stage 2. These were likely to beschools that LEAs had already identified as causing concern or facing challengingcircumstances and needing additional support;establish an agreement with the participating schools to prioritise the ISP as their keyschool improvement work.are dealing with. The schools joining the ISP pilot were often not clear about the relativeto change that by making clear, through the strategic steer within the LEA, that this was to be thekey school improvement project for these schools.The impact on LEA school improvement servicesBoth the NNS and NLS have recognised that in a number of LEAs the structural relationshipbetween the work of the Strategy consultant and LAI has not been sufficiently strong and this hasadversely affected the impact of the Strategies work in some, particularly low-attaining, schools.The ISP has quite deliberately been set up to model this structural relationship to ensure closerworking between the ISP consultant and link LAI (see Figure 2). This is specifically modelledthrough:the joint attendance at the schools RAP andreview meetings;frequent LAI attendance at school PDMs;direction of the schools action planning;the LAI and ISP consultants joint quality assurance of the schools accountability through their monitoring and evaluation procedures;the ISP consultant providing the support inraising standards, improving teaching and learning and for the schools self-evaluation. Figure 2The impact of this closer working relationship between LAIs and consultants was one of thepoints raised by HMI. In their informal evaluation for the project they said that, in the bestimplementations of the ISP, the programme was sharpening up LEAs existing practices forsupporting low-attaining and underperforming schools. It was also strengthening the linksbetween the work of LAIs and consultants and they noted an increased role by link LAIs in ISPprogress review meetings.In their evaluation of the first year, the schools commented positively on the way the ISP hashelped them to focus on a coherent approach to raising achievement and improving teaching andlearning. They have all been very positive about the regular support from their LAI and ISPconsultant and in some cases this has helped them to be clear about what is important in termsof raising standards. As one headteacher said, I have learned to say No to those initiatives thatwill take our eye off what we are trying to achieve at the moment. Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support ProgrammeThe Intensifying Support Programmeschool from seniordown to the classroomfrom the classroom butworking up through middlethrough the net ISP consultantLEA CoventryIn Coventry, the implementation of ISP was central to the work of the schoolimprovement service. The pilot was managed at a strategic level by the principaladviser for school improvement, who is also the Primary Strategy Manager. Sheretained a close overview of the implementation of the programme and gave asaw the development of ISP as high priority and the core work for all personnelservice provided a coordinated response.to have a high status in LEA team meetings and discussions with schools. The jobThe Primary Strategy literacy and numeracy consultants have worked with the ISPconsultant to develop materials to support the key themes from the ISP. Thesecurricular targets. The materials have been disseminated to all primary schools inthe city with evidence that they are now being used well in many schools beyondthe programme to support teaching and learning.The LEA set up a number of mechanisms to support the pilot over the first year.meet each term to review progress and to plan future strategy.to each school and the principal adviser managing the programme are regularlywhich take place at the school improvement service area team meetings held eachmonth. The meetings are attended by LAI, the ISP programme consultant, theThe LAI attached to each ISP school has been part of the planning from the start of Intensifying Support Programme Primary© Crown copyright 2004The Intensifying Support ProgrammeThe Intensifying Support Programme of the delivery with the ISP consultant.Primary school headteachers are kept informed of the progress of the ISP pilot atThe programme of support and monitoring undertaken by LAIs in ISP schools isapproaches to school improvement. This has enabled the authority, its schools andadvisers to benefit and learn from the successes of ISP. Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support ProgrammeThe Intensifying Support Programme Intensifying Support Programme Primary© Crown copyright 2004The Intensifying Support ProgrammeThe Intensifying Support Programmerunning through the programme are:1raising standards and accelerating progress;2improving the quality of teaching and learning;3improving the conditions for learning;4developing the school as a professional learning community.The four key themes are the mechanism by which the ISP has been able to plan and work inschools on an agenda that addressed school improvement in a coherent and broader context.The agenda of raising achievement and improving teaching and learning has been central to theNLS and NNS and schools are very familiar with them. By extending these to include conditionsfor learning and the professional learning community, the programme has been able to work withthe school to address some of the aspects of ethos and staff ownership and involvement that arethe features of effective schools.The four key themes arose out of school improvement research and practice in raisingachievement in successful schools. They provide the framework that underpins the key aspectsof the programme: raising standards; improving teaching and learning; and supporting the schoolto be a professional learning community. By spelling them out explicitly throughout theprogramme, and returning to them through the ISP instruments the non-negotiables, RAPs,PDMs and IDPs their centrality is reiterated regularly. This supports the school in recognisingthat while the different aspects are separate, they are also an integral part of school improvement.The aim is to develop a whole-school approach to trying things out and reflecting, to focusing onwhat the school is achieving, at the same time as seeing where the school needs to go.The themes relate closely to the four key areas in the NLNS literacy and mathematics coordinators self-evaluation grid. This grid can be used to support school reflection and evaluation around the four key themes as the programme develops (see Appendix 1).From the schools perspective, organising the work under four key the work in school together. It also helps to join this up with children, their progress and how teachers can best support pilot schools that have in the past been on the receiving end of a large number of projects and initiatives that have been designed to support them. As one teacher said: In previous years I felt that we were being told what to do all the time: this year I really so that children do their best. Key theme 1: Raising standards and accelerating progressRaising standards in ISP schools is crucial. The programme sets out to raise expectationsand standards and to accelerate the progress children make throughout the school. The ISP setting half-termly curricular targets. Each half-term or term the school identifies at leastdifferentiated for each class. These layered targets are drawn from the NLS targetstatements for reading and writing (see Appendix 3) and the NNS key objectives (seeAppendix 2). These are introduced to the whole staff group in the PDM;monitoring and assessing progress against these targets. The long-term aim is that all thechildren in each class will meet their class curricular targets and therefore be working atage-related expectations. The exception is those children who have identified specialeducational needs that preclude them from working at age-related expectations. Classteachers monitor childrens progress towards the target and report back on it at eachPDM. The school will also identify mechanisms to monitor and support this process;targeting support to underachieving groups. Each class teacher is expected to identify atarget group of children. In most classes, this is the group of children who, for one reasonor another, are not achieving as well as they could: the children who can achieve but oftendo not. This is the group that the teacher will need to focus on in his or her teaching toensure that they make accelerated progress to catch up with their peers.Alongside the focused teaching goes the effective use of NLS and NNS interventionprogrammes to support the underachieving groups. One of the initial focuses for work in theISP school was to ensure that the pupil-tracking systems were used to identify children forintervention programmes and that the impact of these systems was monitored.The HMI evaluation noted the impact that the layered target setting was having on improvingteaching and learning in the ISP schools. This was endorsed by the schools evaluations thattarget setting and identified evaluation against the targets as an area for further Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support ProgrammeThe Intensifying Support Programme Key theme 2: Improving the quality of teaching and learningIn order to raise attainment and accelerate progress the quality of teaching in low-achieving(the) Primary Strategy will focus on building up teachers own professionalism and capacityto teach better and better, with bespoke support they can build on to meet their particularneeds. There will be extra support and challenge for those schools that need it most.Excellence and Enjoyment: A strategy for Primary Schools The ISP aims to improve the quality of the teaching through a specific focus on teaching andlearning strategies, linking to teachers own professional development by:identifying core teaching and learning strategies including: sharing objectives and reflecting on learning; problem solving and investigating;providing professional development materials to be used at the half-termly PDM tosupport the teachers in trying out and refining their use of the teaching and learninglinking monitoring and support for the half-term to the identified teaching strategy and thecurricular targets. This monitoring and support can be from the school or from the ISPproviding opportunities for staff to discuss and reflect on their teaching through settingThere has been general positive feedback from the schools to this focus on teaching andlearning. In the evaluation most schools indicated that teachers were applying the strategiesfrom the PDMs in their teaching. Intensifying Support Programme Primary© Crown copyright 2004The Intensifying Support ProgrammeThe Intensifying Support Programme Key theme 3: Improving the conditions for learningAlongside the teaching and learning strategies it was acknowledged that the ISP also neededto address the other factors that support learning and that need to be well-established tohelp ensure the most effective teaching.The ISP aims to improve the conditions for learning by:identifying the conditions for learning as: a secure and rich learning environment; good use of teaching resources; secure ways of working with additional adults in the classroom; established and secure systems for managing childrens behaviour;identifying these conditions as school priorities. Schools are asked to review theirstrengths against these four elements in the audit of the non-negotiables in the firstproviding professional development opportunities in PDMs for staff to focus on one ormore of the conditions for learning in their class;providing opportunities for staff to reflect on their use of the conditions for learning. At thehalf-termly PDMs the staff identify how they will link the conditions for learning to theirMany schools found the focus on the conditions for learning was a very accessible way intothe programme and staff derived considerable success with and satisfaction from developingbetter conditions for learning in their own classrooms and from developing whole-schoolAs part of the evaluation of the programme most schools noted improvements in the use ofadditional adults in the classroom and their impact on attainment, and improvements in thelearning environment. Many schools indicated that there was now a greater focus on learningsuccess, learning prompts, working walls, interactive displays, and displays of problem-Although the programme identified managing behaviour as an aspect of the conditions forlearning, it did not provide specific input on behaviour management, but linked that to LEAsown behaviour support services. It was interesting to note from the evaluations that mostschools had clear routines for effective learning behaviour that were underpinned by anagreed behaviour policy and well-managed systems of rewards and sanctions. Some schoolsmade comments such as: Behaviour has improved due to a greater engagement withlearning; There is an ethos of high expectations; and A learning mentor gives good Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support ProgrammeThe Intensifying Support Programme Key theme 4: Developing the school as a professional learning Effective schools are effective learning communities. The ISP aims to promote this through theprogramme by:identifying key features of effective learning communities as: expectations are high and children are fully engaged in learning and confident they can key features of learning and expectations are shared with the children, their parents andcarers; the school sees itself as a learning institution with opportunities for the whole communityto continue to learn;providing opportunities for staff discussion and reflection as an integral part of theprogramme. This is built into the PDMs to support teachers own professionaldevelopment and to build a collaborative approach to school improvement;identifying opportunities to engage all children more fully in their learning. Running throughthe themes is a collaborative approach to learning and a focus on teachers makingexpectations explicit, for example, a key action arising from the PDM on sharing objectivesmight be that the children can explain what they are learning.In the evaluation most schools (89%) indicated positively that the ISPs aims were shared andall staff were involved in learning. However, many schools were less confident about the abilityof children to talk about their learning as part of the pilot. Some schools felt that older childrenwere more aware of the programme than younger children. Evidence from the case study inSection 2, though, shows that in one LEA children were aware of their targets and confidentWhere schools had focused on involving children in their learning they made comments suchas: Teachers are finding that engaging children in self-evaluation has impacted significantlyupon their motivation and self-knowledge. Many schools provided details on the ways inwhich children were encouraged to talk about their work. Some referred to learning partnersor talking pairs. In one school each class uses response partners to evaluate each otherswork and suggest how it can be improved. One LEA indicated how their Talk Project hadsupported ISP schools to involve children in their learning. Intensifying Support Programme Primary© Crown copyright 2004The Intensifying Support ProgrammeThe Intensifying Support Programme The ISP core instrumentsThe programme aimed to set up sustainable school improvement support systems so that theISP schools would be able to maintain their school improvement. A common feature, though, ofmany of the lowest achieving and most disrupted schools was the lack of agreed improvementsystems within the school. The pilot therefore developed materials that could be used by theseschools. The aim was that these would link with the other structures and systems used by theschool and LEA and would help to provide coherence for the ISP work. The core instruments ofthe ISP (as shown in Figure 3) are the non-negotiables RAP, PDM and IDP.Figure 3 shows how the core instruments fit into the school improvement cycle and how they areFigure 3: Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support ProgrammeThe Intensifying Support Programme PreliminaryRaising standardsprogressImproving the qualitylearningImproving thelearningprofessional learningISP coreProfessionalSetting curricular targetslearningTeaching to the targetsIDP reviewRAP review When setting up the ISP pilot with the schools, a key step was to reiterate and establishstructures and systems that needed to be in place in the schools before they began theprogramme. Schools were at many different starting points, so the non-negotiables wereintroduced as a way of establishing a common baseline against each of the four key themes inset out a list of the minimum requirements against which the school audits its provision(see Figure 4 and full version in Appendix 5);are introduced by the LAI and ISP consultant as part of their initial meeting with the school;give the headteacher, consultant and LAI a clear view of areas of strength in the school andpossible areas for development against the four key themes;provide the starting point for the targets for the first RAP. Intensifying Support Programme Primary© Crown copyright 2004The Intensifying Support ProgrammeThe Intensifying Support Programme 23 Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support ProgrammeThe Intensifying Support ProgrammeCase study: The non-negotiables in Greenwicha comprehensive picture of the strengths and weaknesses of the schools systems orbefore any school could move forward effectively.evaluate its position. We wanted the school to identify and take ownership of itswas considered to be in place. However, the audit showed that pupil trackingissues for development, which had not previously been considered a priority. ThisThe completion of the audit facilitated the compiling of the RAP. Acknowledgement ofthe continuum. Each term the position of the school was reviewed against the RAP.clear focus for next steps and the RAP. As each non-negotiable presents a continuumPrimary Strategy consultants have also incorporated elements into their practice 24 Intensifying Support Programme Primary© Crown copyright 2004The Intensifying Support ProgrammeThe Intensifying Support Programme arynal SS 0Intensifying Support Programm The Intensifying Support Programme Appendix 5The audit of non-negotiables test dus H n tont system off test dnd feers comlete tely w of key oatics n ve h litera taet se rerm a sh paNo systemitor or evact o taet gof teast ta system th soff. In fois schot able: n term pla ELS, ALS and Sprin in pla to beut n TA in plaNNS uns u in Y4ns not beinol n place bess of use ods oce oer. Hber of su tea in teatics lesson THE NOPrompts to support analysis of current school situationThe criteria support identification of the schools starting point and possible actions necessary toensure that the bottom line plan is in place by the end of the initial phase of the programme.Raising standards and accelerating progressComments/school evidenceKnowing about standardshat data is collected, how and by whoments are currently in place in the school?How are they analysed and used? Target settingWhat systems are in place for setting numand/or curricular targets?Do they inform teaching and learning?How are they monitored and evaluated?Are there school systemprogress across a key stage, a year group? Ifso what does the tracking look like? How is theAdditional support/catch-up programAre intervention programmes in place and working and monitored?Improving teaching and learning Coments/school evidenceIs agreed medium planning inplace across the school? Is the school using the plans and units ofwork? Are the planning ms appropriate?The quality of the teachingAre structured lessons in place for teaching plify the main features ofeffective teaching in both subjects? Figure 4: tProgramm The Intensifying Support Programme Prompts to support analysis of current school situationThe criteria support identification of the schools starting point and possible actions necessary toensure that the bottom line plan is in place by the end of the initial phase of the programmRaising standards and accelerating progressComents/school evidenceing about standardshat data is collected, how and by whomassessments are currently in place in the school?How are they analysed and used? Target settinghat systems are in place for setting numand/or curricular targets? teaching and learning?How are they monitored and evaluated?Are there school systemprogress across a key stage, a year group? Ifso what does the tracking look like? How is theAdditional support/catch-up programAre intervention programmes in place and onitored?proving teaching and learning Comments/school evidenceIs agreed medium planning inplace across the school? Is the school using the plans and units ofwork? Are the planning ms appropriate?The quality of the teachingAre structured lessons in place for teaching Do the lessons exemplify the main features ofeffective teaching in both subjects? test d tor. N off test ders comlete terey otics n ve h in literaet settin cu rect o taet g mof tea least ta ff. Inis schot ale: n pla ELS, ALS and Sprin 5 in to be bued T plaNNS uns u in Y4unit plans nool n place buess of use of teads oce oer. Hber of su teaho a in teatics lesson The Intensifying Support Programme Intensifying Support Programme PrimaryDfES 0037-2004© Crown copyright 2004 Appendix 5 Is subject knowledge in literacy and mathematicssecure and sufficient to teach the age-relatedobjectives in the Frameworks?Improving the conditions for learning Comments/school evidenceLearning environment/resourcesAre additional adults deployed to raise standardsand accelerate progress?What resources does the school have forIs the range of resources sufficient to meet avariety of teaching needs?Are there storage/retrieval/accessibility issues?From an initial survey of the classrooms, what areyour views on the learning environment overall?Will this be a key area of development?Is there a whole-school behaviour managementpolicy? Do behaviour issues appear to affectteaching and learning negatively?Developing the school as a professional Comments/school evidencelearning communityDeveloping a learning cultureDoes the schools leadership and managementsupport an appropriate climate for professionaldevelopment and collegiate approaches? If not,what appear to be the significant issues?Do the link LAI and SMT have a coherent planthat joins up all the sources of additional supportIs there is an agreed CPD action plan whichforms part of the school literacy action plan (orWill the existing planned staff-meeting timetablemeet the needs of the programme?Variable depending on experience. Lowexpectations evident across school andclass teacher not aware of expectedlevels of attainment for class. Links toobjectives not clearly made in lessonsNo overall plan for deployment of TAlinked to underperformancePoor numeracy resources: no centralbank of resources appropriate for eachyear group. Literacy needs furthersupport to establish agreed resourcesfor each classResource areas poorly maintainedLearning environment to be key areafor development. Very little display ofchildrens work displays do not reflecton-going or taught objectives. Noschool policy for the learning School adopted 7 steps/green cardbehaviour system behaviour muchSchool had been without literacycoordinator for a term andNew coordinators in place this termboth allocated time to monitor co-teaching and demonstrate lessons. No clear audit and plan of support roles and responsibilities of middleand senior managers not clear need currently linked to need/coursesavailable at PDC not currently linkedto focuses on action plan. No systems tomonitor impact of CPD. Need to reviewCPD policy in line with performancemanagement system.Staff meeting timetable amended toaccommodate ISP half-termly PDM The Intensifying Support Programme Is subject knowledge in literacy and mathematicssecure and sufficient to teach the age-relatedobjectives in the Frameworks?Improving the conditions for learning Comments/school evidenceLearning environment/resourcesAre additional adults deployed to raise standardsand accelerate progress?What resources does the school have forIs the range of resources sufficient to meet avariety of teaching needs?Are there storage/retrieval/accessibility issues?From an initial survey of the classrooms, what areyour views on the learning environment overall?Will this be a key area of development?Is there a whole-school behaviour managementpolicy? Do behaviour issues appear to affectteaching and learning negatively?Developing the school as a professional Comments/school evidencelearning communityDeveloping a learning cultureDoes the schools leadership and managementsupport an appropriate climate for professionaldevelopment and collegiate approaches? If not,what appear to be the significant issues?Do the link LAI and SMT have a coherent planthat joins up all the sources of additional supportIs there is an agreed CPD action plan whichforms part of the school literacy action plan (orWill the existing planned staff-meeting timetablemeet the needs of the programme?Variable depending on experience. Lowexpectations evident across school andclass teacher not aware of expectedlevels of attainment for class. Links toobjectives not clearly made in lessonsNo overall plan for deployment of TAlinked to underperformancePoor numeracy resources: no centralbank of resources appropriate for eachyear group. Literacy needs furthersupport to establish agreed resourcesfor each classResource areas poorly maintainedLearning environment to be key areachildrens work displays do not reflecton-going or taught objectives. Noschool policy for the learning School adopted 7 steps/green cardbehaviour system behaviour much School had been without literacycoordinator for a term andNew coordinators in place this termboth allocated time to monitor co-teaching and demonstrate lessons. No clear audit and plan of support roles and responsibilities of middleand senior managers not clear need currently linked to need/coursesavailable at PDC not currently linkedto focuses on action plan. No systems tomonitor impact of CPD. Need to reviewCPD policy in line with performancemanagement system.Staff meeting timetable amended toaccommodate ISP half-termly PDM 25 Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support ProgrammeThe Intensifying Support ProgrammeThe RAP is the key instrument to link together, operationally, the areas of focus for the schoolswork against the four key themes for each term. The RAP and review process establishes thetermly cycle of identifying targets and key actions to raise standards within the ISPs four keythemes. It sets out the monitoring procedures needed to determine whether the success criteriahave been met in relation to the targets. This specific, brief, short-term action plan underpins theschool improvement plan that focuses on the long-term developments for the school. In the pilotthe RAP was effective in linking together the school improvement focuses in the school.The RAP is the key instrument used to drive raising attainment within the ISP. The focus forimprovement is in the classroom, where the targeted action will include:attainment of specific improvements;developments in the use of teaching and learning strategies;improvements in the implementation of the NLS/NNS;changes to school-wide provision including development of leadership and management;success criteria that are the means for evaluating the outcomes and benchmarks fordevelopment. It is important that they specify the minimum standards expected over thephase of the RAP (although the school may aspire to a higher outcome).These areas of focus reflect the four key themes.Writing the RAPspecific, unambiguous, quantitative and qualitative targets related to childrens learning,progress and attainment;a limited number of goals and actions linked to the target that are judged to be achievable;success criteria that are linked to and clarify the targets, setting out exactly what the schoolfirst term for the ISP consultants and LAIs. Writing the RAP is informed by the audit of the non-negotiables. These joint actions were key in establishing the LAI and ISP consultant partnershipswithin the LEA and also establishing their coherent roles with the schools. The LEAs approachedthe writing and reviewing of the RAPs in different ways.Guidance was provided for schools on writing the RAP, through professional development for theconsultants and an example form which was provided (see Figure 5 and Appendix 6). EmphasisLEAs and schools writing initial RAPs was a lengthy process and they needed to be reminded ofthe half-termly cycle of RAP and review (see Figure 6). Set layeredtargets foryear groupsand groups/ Intensifying Support Programme Primary© Crown copyright 2004The Intensifying Support ProgrammeThe Intensifying Support Programmecurricular targetstarget displays inall classroomsintroduce readingtargets for guidedreadingPDM on progresscurricular targetsStaff to updateprofile sheetsTA to update PAThard copies tostaffChildren reachtarget set atChildren intarget group toprogressAll staff awareof progressResourcescoordinators Coordinatorrelease timeCoordinatorrelease timeenvironmentTeachers toprogress towardstargets: reportback on half-progress coordinatorreview guidedreading planningCoordinators tostaffprocess andTargetGroupsCoordinatorsto report toprogressreview RAPCoordinatorsto report toprogressFigure 5: Target: To ensure that by July 2003 at least70% of all year groups reach nationalPriority 1: To raise standards and accelerateprogress in literacy and mathematics Intensifying Support Programme: Raising Attainment Plan The RAP is reviewed termly, with progress towards targets evaluated and actions revised ifnecessary. Although this sounds a daunting task, once the process is established it becomesrelatively self-sustaining. although they reviewed progress every half-term, realistically it was better that the RAP be ais included in Figure 5.Review of the first yearthat in many schools the process of establishing the RAP and subsequent review lacked thenecessary rigour. They identified as issues many of those common to action planning: in particularthat some schools were not always clear about the relationship between the RAP, schoolimprovement plans and Ofsted action plans; and that some plans lacked detail and attention tomonitoring. They commented that the RAPs were best when the actions identified were rigorousand tight and expectations of improvements were at a fast pace. These messages were includedthe process of initial audit to inform the RAP and the ongoing reviews of progress aresufficiently rigorous;the RAPs success criteria and actions are short-term and manageable;the RAP sets out clear time lines and expectations that ensure that the pace ofimprovement is maintained and speedy;at the RAP review, the ISP consultant, LAI and the school together rigorously evaluate theimpact on standards and teaching.An example of how RAPs were used and developed in the ISP project is contained in thefollowing case study. Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support ProgrammeThe Intensifying Support Programme The process of writing the RAP in a primary school in Manchesterof actions, for each week of the term, spread over all four key areas as necessary. All Intensifying Support Programme Primary© Crown copyright 2004The Intensifying Support ProgrammeThe Intensifying Support Programme Key theme 1 Raising standards and accelerating progressTarget setting at all levelsImplementing intervention programmes Key theme 2 Improving the quality of teaching and learningSharing objectives and reviewing learning plenary Key theme 3 Improving the conditions for learningInteractive resources auditedLearning objectives displayed Key theme 4 Developing the school as a professional learning communityPlan INSET times to meet needs of projectMonitoring programmeIntroduce IDPGovernors Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support ProgrammeThe Intensifying Support ProgrammeSupporting the key areasactivities in place to support this priority. These included:training teaching assistants who will implement intervention programmes tailoredPDMs: these were always run as two sessions, one on the curricular targetsetting and one on the teaching strategy.coordinators and SMT;monitoring intervention strategies ISP consultant;formal progress review of the RAP with headteacher, LAI and ISP consultant.better informed use of the various catch-up initiatives to accelerate childrensthe RAP being part of a broader, well-paced strategy to bring about sustainable The Professional Development Meeting (PDM)The role of the PDMsThe PDMs are the timetabled half-termly staff meetings that introduce the focus for the half-termand review previous work.In the pilot they were an effective mechanism for improving teaching and raising standardsthe regularity of the meetings maintained the programme as high profile and attendancewas expected from all staff;the priority for the meeting was linked to the priorities for that half-term set out in the RAP, introducing half-term literacy and mathematics curricular targets; introducing the teaching and learning focuses for the meeting, and linking to the key the emphasis on professional discussion and the use of the IDP supported staff in theirreflection on progress since the last meeting; current practice; individual, short-termtargets; and extending opportunities for professional dialogue among all staff.1. Review progress in the key themes against the school/individual targets set for the half-term.3. Consider professional development around the focused teaching and learning strategy.4. Discussion and reflection, prior to the teachers setting their own targets on their IDP toIn Section 3 the PDMs are set out as booklets. The seven booklets cover establishing the non-negotiables, writing the RAP and key areas of the work involved. They are to be used by schoolsto support the school improvement cycle of setting targets, planning action, reviewing andreplanning.Details of the PDMs are as follows.PDM 1 Introducing the ISP in school and setting curricular targets for the first half-termPDM 2Sharing objectivesPDM 3QuestioningPDM 4Modelling and demonstratingPDM 5Problem solving and investigatingPDM 6Taking stock and evaluating progress Figure 6, the ISP time line, shows how the core instruments, once established, follow a self-sustaining sequence driven by the process of writing and reviewing the RAP. Intensifying Support Programme Primary© Crown copyright 2004The Intensifying Support ProgrammeThe Intensifying Support Programme Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support ProgrammeThe Intensifying Support ProgrammeThe IDPs contribute to developing the school as a professional learning community by expectingthat all staff will identify targets and actions from the meetings for the half-term that they then putinto action in their classrooms and against which they review progress in time for the nextmeeting. The IDPs link directly back to the RAP, and should contribute to the monitoring of theRAP actions. They support developing whole-school ownership of the programme and whole-is not universal within the pilot, and certainly some schools were resistant to them initially, theyhave been an important part of the programme and have contributed to school ownership. Theyhave contributed to the development of systems in schools and to a school culture where what isagreed in a staff meeting is followed through by teachers in classrooms and monitored.Key features of IDPs are as follows.The IDP (or another form) is the mechanism used for staff to record their planned curricularand learning targets for the half-term. This needs to be a simple record that staff can useto remind themselves of their planned actions.The IDP needs to have headings that cover the four key themes and staff must indicatepriorities for curricular targets and teaching and learning. The other two areas are optional,although in the pilot ISP schools teachers found considering the conditions for learning,and particularly displaying the class targets, very successful in supporting childrenslearning. (See Figure 7 for an example form.)Teachers use their completed IDP at the following PDM as the basis for discussion aboutSchools have used a variety of forms and adapted them as the programme developed.Some schools completed a staff IDP in the staff meeting, others have used individual IDPs. Non-negotiables and write RAP and writeRAP 2 and writeRAP 3 PDM Figure 6: Intensifying Support Programme Primary© Crown copyright 2004The Intensifying Support ProgrammeThe Intensifying Support Programme Case study: The ISP in Greenwich IDPsprofessional development. It was clear from initial audits of the non-negotiables thatevaluation or opportunities to share practice following INSET.key themes that run throughout the ISP. Each action is evaluated by the classidentify them on planning sheet. Evaluations have included the identification ofnumeracy consultants, school coordinators, the senior leadership team and otherpart of the performance management/review system as an evidence base to lead Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support ProgrammeThe Intensifying Support Programme Figure 7: Targets:LiteracyMathematics Class Year 4reflection against curricular-target success Introducing curricular targets Teaching strategy: modellingResourcesLearning environmentInvolving parents andchildren in the programmeClass target group and teachingChildren achieve identified target(s)Children in target groups meetplanned for and effectively used inClassroom display supportsChildren play an active part in the Develop narrative writing, with a focuson structure and styleAdd numbers by partitioning andrecombiningTo add mentally by partitioning intohundreds, tens and unitsUse main features of story structure toorganise events, vary openings, build-Use paragraphs to structure narrative Intensifying Support Programme Primary© Crown copyright 2004The Intensifying Support ProgrammeThe Intensifying Support ProgrammeTaking stock of progressThe termly RAP review builds ongoing evaluation into the ISP. In most schools the review was completed by the headteacher, ISP consultant and link LAI. Although the RAP and review were shared with all staff in the PDM, it was most effective when staff were also involved in thereview of progress. Many ISP consultantsintroduced a stocktaking review as the PDM For more details of this see booklet PDM 6. Many schools in the pilot shared their ongoing review of progress with governors, either through the headteachers report to governors or as a standing item on the agenda. were asked to complete a school evaluation form,programme. Schools were asked to makejudgements in terms of the progress they felt Figure 8. In the majority of schools this evaluation was completed at a senior leadership teammeeting or staff meeting with the headteacher, literacy and numeracy coordinators, link LAI andISP consultant. The complete evaluation form used for this process is included as Appendix 7.The evaluation summary identified the priorities for future development, the next term and thenext RAP. The monitoring by the link LAI was then written into the new RAP to ensure therobustness of future review meetings and summative evaluation.All schools involved in the ISP agreed to take part in the pilot for two years. The focus for thesecond year of the programme was to support the school leadership teams in takingresponsibility for delivery of the PDMs and to make sure that the programme was self-sustainingIt has become the schools responsibility to ensure that target setting is in place each term andthat pupil tracking is focused and informs teaching. In most schools the coordinators for literacyand mathematics have taken responsibility for this, with the headteacher overseeing the process.In the second year of the project the ISP consultant has devolved some of this responsibility toschool staff and has taken on an advisory role in the final terms.At the end of the schools second year in the ISP it is expected that schools will move on fromthe programme, but will continue to need some support. This may be through the PNSLeadership Programme, or through the LEAs programme of support for the school. Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support ProgrammeThe Intensifying Support Programme Yes.Initially no. First actions from PDMs were non- This document is designed for a school to use in partnership with the LAI and/or consultant to evaluate the impactof the ISP over the year. The ISP is a programme designed to raise attainment, improve teaching and learning anddevelop the school as a professional learning community. The schools involved in the ISP will provide the major partof the evaluation of its impact. This document is designed for their use in recording evidence to support theirThe headteacher, the schools linked LAI and the ISP consultant complete this document during the second part ofthe third/summer term. School name: LEA: Date of evaluation: Monitoring team (from school and LEA)Background informationHas school kept up half-termly ISP staff meetings (PDMs)? Is school using IDPs to involve staff in evaluation of progress? How many visits has ISP consultant made to school (approx)? How many visits has LAI made to school for ISP (approx)? Has LAI been involved in termly review and writing RAP? Have literacy and numeracy consultants supported ISP focuses? in the school (approx)? Joint LEA and school evaluation of the impact of the ISP 2002 03 Monitoring instruments LEA monitoring: review of attainment against EDP targets, SDP and post-Ofsted action plans, RAP targets and non-negotiables SMT monitoring: half-termly assessments from work sampling, progress on catch-up programmes Teachers monitoring: self-evaluation on IDP, reporting to SMT on meeting curricular targets Childrens self-evaluation against targets Standards, targets and progressImproved attainment Individual pupil-trackingCurriculum target setting:School self-evaluationfindings to identify prioritiesand direct work to raiseLEA provides externalImproved performance in national test results in at KS1 L2+, 2b+ and KS2 L4+, L5+80% of each year group achieve half-termly age- related curriculum targetgroupsProvides short-term support (using NLNS Intervention programmes)Monitors improvementscurriculum targets and against themshared and involve SMTSystems to use and and RAP in place. Systems to involve LAI andISP consultant in in place subject leaders to monitor and lead more effectively Significant progress in attainment made from previous year e progress in ent made from previous year No progress in attainment made from previous year Most children made significant progressMost children made some progressFew children made progressImproved self-evaluation have little impact Optional National Curriculum testspupil progress indicates that agreater proportion of pupils are ontrack to achieve a L4 at the end ofKS2 (particularly in Y4 and Y5).NLNS Intervention programmeshave been linked to TargetGroups. SMTs evaluation of theseindicates that most children havemade some progress.planning/work regularly to ensurecurricular targets are being taughtagainst the curricular targets eachhalf-term and provide SMT with theinformation.KS2 pupils attainment is trackedagainst their KS1 average pointscore. (TIPPs) Judgements Monitoring instruments LEA monitoring: review of teaching and learning against SDP and post-Ofsted action plans, RAP targets and non-negotiables SMT monitoring: lessons observations, half-termly assessments from reviewing planning, work sampling Teachers monitoring: self-evaluation on IDP, reporting to SMT on meeting curricular targets, peer coaching evaluations Childrens self-evaluation against targets Improving the quality of teaching and learningTeaching the three-partAll teachers are planning from NLNS Frameworks and using resources appropriately All teachers are planning from NLNS Frameworks and using resources appropriately Teachers are applying strategies from PDMs in teaching the LH and DML Evidence of coherent provide progression in learning over more than Judgements Conditions for learning 80% LH and DML good or 50% or more LH and DML Less than 50% LH and DML good or better teaching strategies featured inobservations, work andplanning trawls. Findings arefed back to all staff andSchool adviser has monitoredstrategies featured in PDMsvia lesson observations andpupil interviews.Evaluations are shared withrelevant staff.Figure 8: Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support Programme This section focuses on areas that were particularly important in the ISP pilot. It aimsto exemplify the ISP pilot in action, returning to some of the key areas outlined inSection 1 and describing in more detail how they worked in practice. An importantfeature of the pilot was the strength of the ISP consultants, and their ability to developmaterials to support the programme, to share them with each other through thetraining and to make use of the restricted access ISP website. The case studies in thisroles and responsibilities in the LEA;case studies exemplifying the key themes of the ISP.Roles and responsibilities in the LEAThis section gives additional information about how the ISP fits into LEA school improvementteam structures. It introduces the LAI document, which was produced with the pilot LEAs toprovide the overview of the pattern of work for LAIs in ISP schools. The ISP in action Intensifying Support Programme Primary© Crown copyright 2004The Intensifying Support Programme in order to strengthen the partnership between the LEA and theschools to ensure the maximum impact of school improvement work.At national level the ISP is led by the Primary National Strategy and implemented through anLEA-based network of ISP consultants. The national support for the programme includes theopportunities for LEAs and consultants. There is also a centrally planned monitoring andevaluation programme to study the impact of the programme on expectations, teaching andlearning and standards.Within the LEA the ISP is prioritised as a significant mechanism for working with low-attainingschools and schools causing concern. The work of the ISP is coordinated by the ISPand school improvement services.The ISP supports the LEA and school partnership by introducing some core instruments thatimprovement work. The first of these instruments is a list of non-negotiables. The non-negotiables provide an audit of the bottom line of what would be expected to be in place inthe school. The second instrument is the RAP. This sets out the priorities that arise from theaudit and the actions planned over the next half-term or term. The RAP review provides themechanism to monitor and evaluate progress with the school.The pattern of work of the LEA and school is one of challenge and support; the ISPthe school on an agenda agreed with the school to establish systems of support and self-There is an agreed and established pattern of work in schools, moving through a half-termlycycle of review and reflection, target setting, PDMs, consultant support, school- and class-based support and shared monitoring and evaluation. IDPs are the action plans that staffcomplete at the end of the PDMs. Staff use these IDPs to guide their work and evaluate theirprogress.Work in schools follows four key themes that underpin the programme. These are:raising standards and accelerating progress;improving teaching and learning;improving the conditions for learning;developing the school as a professional learning community. Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support Programme school. For most of the pilot LEAs this led to changes in work patterns for the majority of LAIs. Asa result of discussion with LEAs, a guidance document for LAIs was produced (see Figure 9). Thisdocument is reproduced in full as Appendix 4. It was produced to inform and guide LAIs in theirrole in supporting and challenging low-attaining schools. It sets out minimum expectations forboth the LAI and ISP consultant. LAIs in some pilot LEAs often did much more than the actionsFigure 9: aryNationalS The Intensifying Support ProgrammeLAI guidance: the role of the link Local Authority Appendix 4 LAI Termly ReviewTriggers for concernSMT unable/unwilling to devise appropriate RAP, undertake auditData not analysed for trendsPDMs 1 and 2 not completedResistance of staff to PDM inputs/lack of engagementPupils for intervention programmes not identifiedRAP review meeting shows no progress/not implementedTargets not set the role of the link Local Authority Inspector in ISP schoolspartnership approach to supporting ISP schools has enabled ISP schools to implement change andsustain improvement. This document has been produced to clarify the role of the link LAI in the ISP. It is designed to strengthenrelated to the ISP that LAIs should be involved with. This list provides guidance for key activities each termto ensure that the progress and implementation of the ISP is both monitored and evaluated.The focus of the school improvement agenda for the next few years is outlined in (DfES 0613/2002). These key themes are also at the heart of Primary SchoolsA summary of the key themes relating to school improvement appears below.Summer term Focus: Audit, review and raising attainment plan (RAP)Work sampling pupils work/teachers planningOutcomes/attainment of ethnic groups/groups of pupils are analysedSupport headteacher and ISPC in writing RAP linking to non- negotiables and addressing weaknessesReview range and implementation of initiatives/use of additional staff forComplete PDMs 1 and 2 including IDPs, with all staffEvidence in planning of PDMs and ISPC support and training Review effectiveness of resource managementOverview of SMT monitoring of teaching across the schoolMonitoring of key actions on RAP plan, related to success criteriaAttend RAP review meeting. Evidence of impact, progress towards Write next RAP Intensifying Support Programme Primary© Crown copyright 2004The Intensifying Support Programme The Intensifying Support Programme IntensifyingSupportProgrammeLAI guidance: the role of the link Local Authority The Intensifying Support Programme LAI Termly ReviewTriggers for concernT not fully engaged in lesson observations no evidence of progress in key themMs or improvement in areas of wPlanning is weak and has not improvedo progress against targetsMs 3 and 4 not comRAP reviews no progress/not imIntervention programmes not imSpring term Jan FebMarchFocus: Agree future actions and changes planning/outcomes in all year groups for improvem outcomes from school/ISPC/LAI maddressed and action takenplete PDMs 3, 4 including IDPs,with all staffs 3, 4, C attendance/training and impact on teachingand learning progress against RAP targets intervention programmes ensure all identified pupilsincluded/evidence of improvem progress against RAP/write new RAP LAI Termly ReviewTriggers for concern 3 or 4 still not im no impact of PDs and little improvems no progress towards targetsSchool analysis of numerical results against curriculum planning and targetshas not taken placePupil tracking not comRAP cannot be completed/repeats elements from earlier RAPsFocus: R impact of support and effectiveness of schoolsithin PDMReview planning/work sampling for evidence of improvement, staff/pupil interviewss 5, 6, including IDPs, with all staff outcomes of monitoring/within PDMPD/training evidence of impact on teachingand learning Analysis of curriculum and numerical test results improvement and areasof continued wExamine pupil-tracking system to ensure all groups are included, making progressSupport school in wReview progress against RAP/ write new RAPpact of ISP over the year ISPC ISP Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support Programme The role of the ISP consultantWorking alongside the LAIs in the programme, the ISP consultants have been influential insecuring school improvement. Schools have valued the work of the ISP consultants and seethem as key agents of change. In the pilot, the ISP consultants took on a wider role than thetraditional literacy and numeracy consultants. The key differences have been that ISP consultants:work on whole-school systems and procedures, e.g. curricular targets;develop the role of the school management team;focus on teaching and learning approaches rather than purely subject-specific content;make more regular and frequent school visits;focus on half-termly actions related to PDM input and the key themes;are concerned with the balance between monitoring and evaluating impact and classroomIn all schools the ISP consultant has acted as a broker for other LEA support provided for in theschool. Headteachers have noted this as a significant difference from the support they receivedpreviously. The ISP consultant has been able to access and coordinate other consultant supportfrom literacy and numeracy teams, Foundation Stage, ethnic minority achievement and otherassociated support. The ISP consultant has played a central role in briefing all LEA staff andensuring that support is coordinated around the schools RAP. This has enabled the school toremain focused on the central themes of the ISP and not be drawn into unrelated agendas andLAI, so, together, their support for the school is effective and coherent.In their interim evaluation HMI commented positively on the consultants work and on theircredibility with the schools and noted that headteachers appreciated the additional support. Theynoted that the ISP consultant provided coherence for their LEA support; previously individualshad provided bespoke support that did not always filter through into whole-school development.This integrated way of working has helped to ensure that there are clear and open lines ofinformally on a regular basis and therefore have been able to discuss the progress the school ismaking and any difficulties that arise. This has enabled the support to the school to be alwayscurrent, realistic and to have the RAP at its centre.The HMI noted that where headteachers were resistant to the programme, the LAI needed to givethe ISP consultant visible support in school to ensure that the impact was evident in the schoolsystems. They noted that where headteachers were resistant, and where consultants were notbeing supported by the LAIs, but were reduced to working with individuals instead of the whole Intensifying Support Programme Primary© Crown copyright 2004The Intensifying Support Programme The literacy and numeracy consultants continue to provide high-quality support for the ISPpresenting PDMs jointly with the ISP consultant to highlight a particular subject-specificfollowing up or preceding a PDM with a subject-specific input. For example, in someschools the PDM on problem solving and investigations was supported by further INSETdelivered by the numeracy consultant;continuing their identified focus with the school, e.g. supporting guided reading across theschool, supporting Year 6, teaching assistant training, etc.;helping coordinators with monitoring and supporting their colleagues.Some LEAs developed coordinated work plans to formalise the links between the ISP consultantsand LAIs and the literacy and numeracy consultants. An example work plan from an LEA isshown in Figure 10. Figure 10: TreefernEstablishing targets and Establishing guided readinglearning environmentDeveloping curricular targetsEstablish key Developing the reviewHT support onRAP reviewcoordinatorsISP consultant RAP and reviewPDM on curricular targets and C/t support with target settingCoordinator support to review targetsRAP and reviewPDM on Modelling C/t support to PDM meeting onguided reading; targetsstaff workshoplearningenvironment totargets to IEPs Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support Programme Case study: Introducing the ISP in a primary school in SheffieldThis case study features a primary school with approximately 350 children on thesouthern edge of the city. It has a high percentage of free school meals provision and areplaced the longstanding headteacher.Introducing the ISPThe new headteacher welcomed the LEAs invitation to participate in the ISP pilot butheadteacher, then identified knowing about standards as the first focus for the RAP.setting up systems for recording and monitoring childrens progress;English coordinator.threw the documents in the air saying Paper, paper, paper . Curricular targets forThe RAP review meeting with the headteacher, deputy headteacher, LAI and ISPand the Year 6 teacher, on board. The mathematics coordinator was already positive Intensifying Support Programme Primary© Crown copyright 2004The Intensifying Support Programme and the Key Stage 2 English coordinator. This resulted in the sudden engagement ofage-related expectations and curricular targets for writing. Staff were very positivein-class support for a Year 6 teaching assistant as a follow-up to the Year 6 teachingreview of the progress of target groups and all Year 6 children;A summary of the process of establishing the ISP in this school follows.After a difficult start the whole school began to engage and take responsibility, andassessment across the school was much greater and was becoming part of everydayThe need to agree common messages between advisory and curriculum teams has Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support Programme The key themes specify the areas of focus where expectations are to be raised. The aim is thatteaching and learning improves and standards go up. The RAP, the targets and the IDPs are theinstruments or tools to focus the schools attention on where and how to raise expectations. Theyalso provide the accountability structure for the school and the LEA to use when monitoring. ThePDMs engage everyone in the process of raising expectations; they are purposeful, inclusive,well-directed and support all the staff to buy into the process of what they can achieve togetherin the school. The case studies in this section exemplify this process.Key theme 1: Raising standards and accelerating progress; curricularCurricular target setting has been a major focus in the ISP. Thissubsection provides guidance on the process and illustrates this with case studies from theschools to raise expectations of what children can achieve in every class.Key theme 2: Improving teaching and learning; sharing objectives.schools the work on sharing objectives was influential in improving the teaching across theKey theme 3: Improving the conditions for learning; the learningenvironment.The learning environment was a popular area to focus on within this keytheme as it enabled schools to see tangible results quickly and linked well to the focus onKey theme 4: Developing the school as a professional learning community;peer coaching and childrens voices. exemplify two of the key aspects of this theme: that staff learn from each other and thatchildren are involved in their own learning. Key theme 1: Raising standards and accelerating progress; The key aim of the ISP is to raise attainment and, in order to do this, schools need to ensure thatthey accelerate the progress that children make throughout the school. The programme aims toachieve this through setting curricular targets, assessing progress and targeting support tounderachieving groups. This is followed up and supported by the focus on improving teachingand learning.This part of section 2 focuses on the process of curricular target setting and the link betweentracking progress and setting (and achieving) targets. This was an area that needed considerableDefining what we mean by curricular target settingpart of the repertoire of literacy and numeracy consultants, but it was only when the group startedto share how they were promoting curricular target setting in their LEAs that everyone realisedthat there are many versions of the same concept. As a result, guidance was produced by thenational team (see Figure 11) to clarify the difference between numerical and curricular targets,and in particular the role of National Curriculum levels in target setting. Figure 11: Intensifying Support Programme Primary© Crown copyright 2004The Intensifying Support Programme Tracking childrens progressYear group curricular targetschildrens scripts Groups of children Progress towards meeting the numerical targets set for attainment at the end of Key Stages 1 and 2Levels and sublevels awarded to children on the statutory and optional tests provide annualassessments of performance and a tool to track progress from year to year.Level descriptions are deliberately broad; they provide a best-fit measure for assessing childrensattainment and long-term progress.Sublevels are essentially graduated awards based on allocation of marks. Although they are notreferenced directly to the Strategies Frameworks or to the level descriptions, they offer an indicationof security within the range of responses covered by the level.Translating test performance into a sublevel is a useful indicator of progress. However, setting short-term numerical targets based on sublevels is an inappropriate use of the level descriptions. As nodescriptions of sublevels exist, progression within, and across, a sublevel is not defined.Curricular targets are based on learning objectives. These targets are informed and identified byanalysis of childrens work, teachers assessment information and test performance.Curricular targets identify whole-school priorities and areas for improvement. Translated into yeargroup targets based on age-related expectations, they steer improvements, guide teaching and setthe focus for future assessments linked to what has been taught.Curricular targets for year groups also set out targets for classes and individual children. Basingthese targets on the childrens personal achievements helps the children to recognise how well theyare doing. Such targets support childrens own assessments of what they need to do next toprogress.Tracking progressTracking systems linked to annual test performance and curricular targets enable schools to monitorthe progress of year groups, identified groups of children, classes and individuals. Such systemsprovide information that enables teachers to review and amend curricular targets as childrenprogress, and give insight into the extent to which progress has been accelerated. informs Numerical targetsinform Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support Programme Tracking childrens progress in the ISP schoolsThe ISP non-negotiables specify, as a prerequisite of participating in the programme, the need forschools to have in place systems to track childrens progress. Most schools already had pupil-tracking systems in place (and where they were not established this became the first priority ofthe RAP and the ISP consultants work with the school). In many instances though, the pupil-tracking systems were recording summative assessments from the QCA optional and statutoryend-of-year tests. This information was not being used to inform teaching or direct the use ofintervention programmes in the classrooms.In order to establish effective curricular target setting the schools needed to start to use this datato record rates of progress through the schools and to identify those children who were notmaking expected progress and who with additional support could reach national expectations.They also needed to introduce workable systems that teachers could use to set class-basedgood effective ongoing systems helped to move children towards reaching national expectations.Key actions for making effective use of the pupil-tracking systems were:using the data to identify which children were not making the expected progress;discussing with class teachers the progress of the children in their class and identifying thetarget group of children who would be expected, with additional support, to catch up toage-related expectations;identifying where the literacy and mathematics intervention programmes (ELS, ALS, FLS,Springboard and Booster) were needed and making sure they were in place;ensuring that children with SEN were receiving appropriate additional support;completing class curricular targets to provide a benchmark against national expectationsacross the schools.From the ISP pilot, curricular target setting emerged as a very powerful mechanism for raisingexpectations and standards in the ISP schools.Key points for curricular target setting are as follows.Whole-school curricular targets can be layered for each class. These short-term (half-termly) targets provide the focus for teaching.Curricular targets are based on the mathematics key objectives and the reading and writingSchools should aim for 100% of their children working at age-related expectations.Teaching to class targets supports the objective to move more children towards working atage-related expectations.progress of children towards the targets, and therefore towards working at national, age-related expectations. change in approach. Many schools were setting individual and group targets based on non-standard versions of National Curriculum sublevels. The problem with this was that setting thesetargets was not accelerating childrens progress. The children were progressing through theNational Curriculum levels yet the majority of the class were continuing to work below or wellbelow national expectations. As the targets were not linked to national expectations, the plan toaccelerate progress towards national expectations for the majority of the class was never For many teachers the expectation that that they should start with the premise that all children intheir class should be working at age-related expectations (other than children who had beenclearly identified as having SEN that preclude them from aspiring to age-related objectives) wasdifficult. The majority of ISP schools had been identified as schools achieving low standards overthe majority of the class to be working at age-related expectations is key in the ISP in order toraise expectations and accelerate childrens progress.The class teachers were therefore asked to divide their class into four groups: above average,average, below average and those children whose SEN individual education plan identified themas working well below age-related expectations. The expectation was that the teachers shouldaim for all the class except the SEN group to work to meet the class target set at their age-related expectations. Although the class target could be differentiated to meet the needs of thedifferent ability groups, it was important to make clear to all teachers that they were aiming tosupport all those children who were capable ofworking at age-related expectations. This was theway that their teaching would ensure that childrenidentified a large group as below average and thiswas identified as the target group.The LEAs in the pilot supported this process informs, which they shared with the schools. InGreenwich, the ISP consultants (and literacy andclass so that they could identify all children whocould (and should) be working towards or at age-related expectations (see Figures 12 and 13).processes of setting class targets at age-relatedchildren in the class who could and should meet Intensifying Support Programme Primary© Crown copyright 2004The Intensifying Support Programme Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support Programme Class Tracking sheet for writing: Year 6Summer 2003Autumn 2003Spring 2004Summer 2004JasreenShereJasreenDaniel AShereAaron HBlessingJamesIanPricillaAdemAshleySamStephenMarcelloJamesJammatMarcelloPriscillaJoshuaDarrenDarren 50% of pupils made progress, remain the same, new pupils/no summer data.Class Tracking sheet for mathematics: Year 2Summer 2003Autumn 2003Spring 2004Summer 2004Temi2bDaniel2cNathanielLiamTemiChloeGeorge PBrondonAlbertRianna1aMarleyJakeJakeJeffSophie SAzariaGeorgeGeorge1bDaniel BJayChloeArmandoArmandoAaron1cAaronHenryJayGeorgeHenryIan Figure 12:Termly class tracking sheet.Shaded area indicates age relatedFigure 13:Termly class tracking sheet Jack Intensifying Support Programme Primary© Crown copyright 2004The Intensifying Support Programme Case study: Tracking progress and setting curricular targets ina Greenwich primary schoolBelow is a summary of how the focus on target setting and meeting targets in oneThe school PANDA over the past few years has been D, E or E* in English andmathematics. Targets were set in the range of 50 65% for both English anda term and recently a new headteacher took up the post.There had not been a history in the school of sharing performance data with staff.schools. Teachers expectations of the children were very low.The school had in place mechanisms for tracking childrens performance by end-of-During the first term of the ISP pilot the consultant felt the programme was havingnecessary. Staff were aware that achievement was low but believed the childrenThe ISP consultants action plan and target setting with the school involved:reviewing the data with the headteacher, after the consultant looked at theperformance data available. The latest National Curriculum levels from the endschools central children-tracking systems, to enable all staff to have this Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support Programme meeting with staff to discuss the data and childrenschildrens progress. Only the teachers in Year 2 and Yeartheir children were from the age-related expectations.A staff meeting was arranged to examine the schoolslittle idea that, if the school target for Year 6 was 60%,then 60% of each year should be reaching their targetschool had to change and staff now knew why. This ledto significant change in the schools engagement withISP. The teachers discussed curricular targets and waysthey could address them in their classes. Displays wenttheir classes. Target groups are identified to accelerateuse of assessment data and knowledge of childrensprogress. This tracking of childrens progress has In order to identify whole-school curricular targets, ISP schools were asked to identify theirstrengths and weaknesses in attainment in English and mathematics. For many schools, thisarose out of, and went alongside, the audit of non-negotiables (one of the requirements of theaudit is to link data to curricular target setting). Whole-school targets were usually informed by ananalysis of the QCA tests or the schools own evaluation (lesson observation, work scrutiny, etc.).term with the schools. In others the ISP consultant and SMT completed this at the beginning ofFrom this audit each school then identified key whole-school curricular targets for English andmathematics. In most schools there was a focus on one or two curricular targets for each term.In some schools the targets were broad and related: for example, to write with a particular focuson purpose and organisation, or improve sentence construction and spelling. In others, therewere more discrete targets: for example, to strengthen mental calculation skills or developsystematic apparatus to improve problem solving.From these whole-school curricular targets the ISP consultant and school identified one or twomathematics, reading and writing targets that would be layered into targets for each year groupThe key objectives for mathematics and target statements for reading and writing were used forThese are pitched at age-related expectations. This helped to raise teachers expectations, theaim being that most children in their class reach the level specified.The setting of half-termly curricular targets was introduced in the PDM. Time was allocated todiscussing the relevant subject-specific knowledge related to targets so that teachers understoodthe progression through the target. If, for example, the target focus addressed punctuation orwritten calculation strategies, then teachers needed to see what that target was in Year 1, Year 3and Year 5 so that they could see the progression through that target statement and would bewhere they would teach the relevant literacy or mathematics to enable the children to meet theTeachers then planned to teach these targets over a half-term and to assess childrens progresstowards the targets. They noted points for action on their IDP.English and mathematics coordinators and literacy and numeracy consultants worked alongsideteachers to support them in working towards the agreed targets.Targets were displayed in the classrooms and shared with the children. Many teachersdifferentiated the class target and the children were involved in assessing their target.The impact of introducing curricular target setting in ISP schoolscurricular target-setting process (see the case studies). As part of this work they developed local Intensifying Support Programme Primary© Crown copyright 2004The Intensifying Support Programme Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support Programmeindividual teachers to use. (See Figure 14.)taken on curricular target setting: targets weredisplayed; children were more aware of theirtargets; and targets were helping to focusAssessing childrens progress againstAssessing childrens progress in meeting curriculartargets was less well-established than the processhad not developed robust mechanisms to assessand review progress against the targets. Beforeeach PDM the teachers were expected to reviewthe progress of the target group in their class andto be able to provide examples of evidence thatthis group was meeting their target. It becameapparent that many teachers needed moresupport with this activity.processes within schools for reviewing progresstowards the class targets. ISP consultantssupported all staff and individual teachers to shifttheir attention to how they were assessingchildrens progress towards the targets.Key factors in assessing progress towards thetargets are:identifying the target group whose progress is ensuring that teachers are collecting and providing evidence to evaluate meeting the making sure that the school has mechanisms to monitor the attainment of targets throughsupporting the teachers to focus particularly on the progress of their target group;linking the meeting of targets to tracking progress through more sophisticated use of The Intensifying Support ProgrammeIntensifying Support Programme Primary© Crown copyright 2004 To improve pupilsTo develop pupilsTo improve pupilsTo improve pupilsYear group target(Ref. To key objectives/Early Learning goals)reasons for eventsWrite a recount orthen, after, before,solve problemsGroup targets(Or...Must, Should and Could)linking words wereading to writeThen, After,Before, Lateruse words likethen, after, before,digit from anysolving problemsfrom a two-digitcrossing the tensboundary, whensolving problemsproblemsHow will progress bemeasured?targets. This willthrough the oralresponses andThe target groupprogress to age-relatedwill be measuredadjusted to reflecttargets set, andwill be monitored% Targets forWriting:Written Maths: Yeargroup: Y2TeacherWritingWritten Figure 14:Coventry LEA Year 2 half-termly target setting in one schoolClass curricular targets for reading, writing and mathematics are shown, differentiated into three levelsusing could, should and must statements. Links are made to teaching units for the term. Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support Programme Case study: Curricular target setting in a primary school in HullBackgroundThe primary school featured in this case study is situated on the outskirts of the cityEurope. There are 260 children in the school, with approximately 50% entitled tostatements for reading and writing and the NNS Frameworks key objectives (seethe agreed focus for each year group, and the examples for this term in this schoolidentified with support from literacy and numeracy consultants. Subject knowledgewas strengthened through INSET for narrative writing and problem solving. TheExample of classroom environments Intensifying Support Programme Primary© Crown copyright 2004The Intensifying Support Programme To develop narrative writing, including structure and characterisationTo improve the handwriting and presentation of all pupilsSupporting year group targetsRetell a narrative or a recount using a variety of methods, e.g. orally, using story-maps, puppets, etc.Begin to write simple narratives and recounts.Be able to write letters using the correct sequence of movements and leave spaces between words.Build on YR write to communicate meaning simple recounts, stories that can be reread, with basic beginning, middle and ending.Form lower-case letters correctly in a script that will be easy to join later.Be able to write a story with setting, dialogue, characterisation and use of story language and structures.Write a recount or narrative in sentences using connectives that signal time, e.g. Use four basic handwriting joins with confidence in independent writing.Write narrative with a build-up and with a complication that leads towards a defined ending, using a Use a range of connectives that signal time.Write legibly using a joined script, maintaining consistency in size and spacing.Use main features of story structure to organise events, varying opening, build-ups, conflicts and endings, e.g. use of dialogue, description and action to open stories.Use setting and characterisation to engage readers interest such as using the weather to create atmosphere.Use a fluent joined handwriting for all writing.Suggest insights into character development through describing how characters look, react, talk or behave, rather than by telling the reader.Use setting to create and reflect changes in mood.Use a fluent joined handwriting for all writing.In narrative, create characters with some significant interaction between them, through direct or reported speech, building characterisation through action, description and characters responses, e.g. Adrian Mole.Plan quickly and effectively the plot, characters and structure of their own narrative writing.Use a fluent joined handwriting for all writing.Use of story maps, storyboards and box planners to explore narrative structure structural organisers on display, e.g. checklists and narrative storyboards.Use of role-play to explore characterisation, e.g. hot-seating, tableau, freeze-frame, teacher in role, paired work, snowballing.Staff training AST Drama.Ensure quality texts are read to children at least three times per week link to text type from Introduce teacher modelling into writing.Provide focused time for whole school to spend on teaching narrative Autumn term: 4 weeks, Spring term: 2 weeks, resulting in a hand-written class anthology or whole-school fiction display, present to other classes.Teach a minimum of three handwriting lessons per week.Use of handwriting to produce best copy re: class anthology.Set extra handwriting practice for homework.Figure 15: Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support Programme Figure 16: To develop strategies and methods for solving problemsTo improve childrens mathematical reasoning in contextual problem solvingTo help children explain the problem-solving strategiesSupporting year group targetsUse developing mathematical ideas and methods to solve problems.Use mental strategies to solve simple problems using counting, addition, subtraction, doublingand halving, explaining methods and reasoning orally.Choose and use appropriate operations and efficient calculation strategies to solve problems,explaining how the problem was solved.Choose and use appropriate operations (including multiplication and division) to solve wordproblems, explaining methods and reasoning.Choose and use appropriate number operations and ways of calculating (mental, mental withjottings, pencil and paper) to solve problems.Use all four operations to solve simple word problems involving numbers and quantities, includingtime, and explaining methods and reasoning.Identify and use the appropriate operations (including combinations of operations) to solve wordproblems involving numbers and quantities, and explain methods and reasoning.Agree process for teaching problem solving throughout the school.Review learning environment ensure that prompts promote interactive teaching and learning.Link problem solving to thinking skills/process implement consistently across school.Children to be given opportunity to work individually, in pairs and in groups of no more than four.Use of specific resources developing mental strategies.Teach children a range of problem-solving strategies and help develop their explanations of Focus monitoring on effective problem solving highlighted in staff development.Seek further staff development on plenary sessions and implement in everyday lessons focus of monitoring.Mathematics homework each week should address curricular targets.Children should be assessed each week against class curricular target and record kept. Two additional 15-minute sessions to be identified each week.Targets to be high profile in each classroom and communicated to parents.Certificates to be made to reward progress against curricular targets.Staff to ensure that problem-solving vocabulary is displayed and referred to.Staff development to be delivered by consultants who will also work alongside staff in classes. Intensifying Support Programme Primary© Crown copyright 2004The Intensifying Support Programme Various checking mechanisms have been introduced to monitor whether curricular targetslesson observations by the headteacher, coordinators and peers;awarded to children when they achieve their target. Coordinators complete a summary ofTo review developments, PDM 6: Taking stock and evaluating progress, was introduced at theimproved greatly this year.aware of childrens progress and attainment. Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support Programme Key theme 2: Improving the quality of teaching and learning: Throughout the ISP there is an ongoing focus on improving teaching and learning. The audit ofthe non-negotiables identifies agreed procedures for planning, with structured literacy andmathematics lessons in place. This is a prerequisite to starting the programme. This is followedup in the RAPs focus on teaching and learning, the PDMs, and the built-in support andmonitoring of teaching and learning.Identifying teaching and learning strategiesThe half-termly PDM focuses on particular teaching strategies (differentiated to need andexperience). Teachers have the chance to try out and refine their use of each strategy during theResearch on improving teaching and learning identifies the importance of providing opportunitiesfor teachers to discuss how they teach, to receive feedback on their teaching, to try out newstrategies and to reflect on how effective they were. This approach was central to the ISP pilotand the PDMs were used as a forum for professional discussion.Monitoring and support for this part of the programme was achieved through observations by,and joint teaching with, the ISP consultant and subject coordinators, and the teachers ownevaluations. This proved to be a successful cycle of professional development for the teachersThe teaching and learning strategies identified for ISP schools to focus on were:sharing objectives and reflectingon learning;problem solving andschools reflection on the range ofteachers to extend and refine theira variety of learning styles was cateredfor and that learning was bothchildren. A case study follows thatdemonstrates how this approach wasthis had on teaching and learning. Intensifying Support Programme Primary© Crown copyright 2004The Intensifying Support Programme Hackney primary schoolThe one-form entry school featured in this case study is situated in an area of highalthough improving in 2002, was well below 50% in English and mathematics at KeyWhen the school joined the pilot ISP, the headteacher had been in post for one yearand a new deputy headteacher had just joined the school. There were experiencedtermly contract from a supply agency.From the audit of non-negotiables and the first RAP the senior leadership team andThey identified PDM 2: Sharing objectives, as the opportunity to introduce theThe teaching and learning aims for the PDM were that:time would be allocated over two PDMs to try things the headteachers monitoring was linked to the the monitoring would be linked to the teachersThe first PDM started with a discussion involving the whole staff (including thelearn. This supported the staff to move away from seeing sharing objectives as a Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support Programme The PDM included practical activities to clarify teachers understanding offriendly objectives and outcomes. Teachers found these discussions very useful andnoted on their IDP what they would start to try out in their teaching. Theheadteacher, ISP consultant and English coordinator fed back on their observations.The focus in the first PDM was that teachers would link the sharing of objectiveshow they would share objectives at the start of the lessons, and return to them toevaluate outcomes and what had been achieved in the plenary. As a result of thisidentification of objectives and outcomes. Staff left the PDM with clear actions onhalf-term would be linked to this focus.monitoring to the ISP teaching focuses. Her lesson observations focused on thesharing of objectives and the use of the plenary to evaluate outcomes and thechildrens progress against them. Over the term she was able to observe allthese discussions, teachers then identified their own target in their IDP.identifying and assessing outcomes. The ISP consultant planned the programme ofSupport for planning from the English and mathematics coordinators was put in Intensifying Support Programme Primary© Crown copyright 2004The Intensifying Support Programme A more comprehensive programme of support was put in place for one teacher whoachieved the outcomes. The problems were discussed with her. She then set targetson her IDP with a programme of support provided by experienced coordinators inopportunities to observe teaching where there were high expectations of whatThe process supported the schools development as a learning communitythe input in the PDM, to the opportunities to try out, share and reflect on theirThe headteachers monitoring, feedback and planned support were incorporatedschools systems for sustaining improvements. Key theme 3: Improving the conditions for learning: the learning environmentThe conditions for learning provide the context within which effective teaching and learning takeplace. The ISP identifies the conditions for learning as:an engaging, rich, informative and challenging learning environment;the effective use of teaching resources;well-directed deployment of additional adults in the classroom;established and effective systems for managing childrens behaviour.Schools were asked to review their positions against these four conditions, initially using the auditand then through the PDMs, to link an identified condition for learning with the PDM focus.curricular targets. Many schools linked these to a focus on the learning environment, particularlythe display of interactive targets in the classroom. Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support Programme Intensifying Support Programme Primary© Crown copyright 2004The Intensifying Support Programme Case study: Developing the learning environment: theexperience of one primary school in HullThis case study features a school situated in an industrial area of the city. Theattainment than some of the other ISP schools, but on entry to the project wasthe staff to review the purpose of display within classrooms, and to explore how itLinking the learning environment to the conditions for learningThe second PDM, in the autumn term 2002, started by exploring the following keyWhat do we know about how children learn?How can we use this to support learning in the classroom?classroom environment. The aim was to ensure morepromoting key vocabulary;developing interactivity.Classroom environment was included as a focus for monitoring by the headteacher, Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support Programme Figure 17:Classroom environment: checklist for effective learningThis was used by teachers to audit their own classroom environment or as amonitoring/observation tool by peers or the schools SMT.Focus DesirableEvidenceareaelementsreviewinglearningVocabularyaffirmationsHave you also got displays that celebrate childrens work?Key questions and prompts available to support childrenslearning.Curriculum displays include highlight key learning points.targets are displayed.Classroom displays, visual prompts and resources support key curricular target focuses, e.g. structural organisers.Key words/technical vocabulary curriculum areas.Vocabulary referred to and used Definition of words discussed withchildren.Collections of words or phrasesto support key writing forms, e.g. sticky notes, cards, pocketPositive affirmations are displayedin the classroom and referred to regularly.Successes are celebrated. Intensifying Support Programme Primary© Crown copyright 2004The Intensifying Support Programme At the PDM on Taking stock and evaluating progress, addressed in the summerWhat do we know about how children learn?How can we use this to support learning in the classroom?Evidence from monitoring and the discussion in the PDMs led to a shared view thatthe changes to the classroom environment had had a positive impact on learning. Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support Programme Key theme 4: Developing the school as a professional learning community; peer coaching and childrens voicesThe ISP sets out to support schools development as learning communities.The long-term aim is that teachers share common objectives and aspirations, becoming reflectiveand self-evaluative, and that the school becomes a self-improving learning community.A school that is an effective professional learning community has these key features.Expectations are high and children are confident that they can achieve.Key features of learning and what children should achieve are shared with the children,their parents and carers.The school sees itself as a learning institution providing opportunities for staff, children and the wider community to reflect on and contribute to the schools identified areas successful element of the ISP had been the establishment of a learning community within theschool. Teachers in ISP schools felt that they communicated with each other, sharing ideas andproblems as a team, and that this also affected the children by involving them in their ownlearning and assessment. Intensifying Support Programme Primary© Crown copyright 2004The Intensifying Support Programme Case study: Bristol LEA Peer group observation, discussionpart of developing their school as a professional learning community. Thiscentred on peer group lesson observation followed by cooperative, reflectivePeer group observation, discussion and feedback modelUnderpinning successful peer observation is a shared understanding of effectiveteaching and agreed procedures for observing colleagues and discussing ones ownfeatures of effective teaching and the procedures for observing and discussingraised points for discussion, encouraged everyone to contribute and allowedeveryone a chance to express their opinions. Feedback from the coordinators inin observing colleagues teaching, and indicated that they felt that the trainingsupported them as coordinators. The peer group observationThe peer group observation was planned as a follow-up to the PDM and providedthe opportunity for teachers to try out one of the focuses from a PDM, e.g. Sharingobservation and whose lesson was being observed shared her focus from the PDMunderstanding of the background to the observation.Recording observationsTeachers were provided with an observation form to make notes. The importance ofrecording observations was discussed during the training session. The ISPconsultant introduced an open observation form to use to keep notes of the lessonobserved. The notes provided evidence of the observation and also an aide-anxiety about observing each other and keeping notes. However, the training Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support Programme emphasised that the peer observation is a supportive process that helps both theobserved and the observing teacher to discuss and reflect on effective teaching andlearning. It is not a formal assessment and does not seek to classify the observedThe peer group observed one member teaching a lesson (or part of a lesson). Forthe initial observations it was important that the peer group consisted of a group ofobservation discussion. The number of observers in the class was only limited byspace in the classroom and cover to release teachers. were used as a starting point. This was less effective than observing live teaching.observe, which makes for a more rigorous and lengthy discussion.process. Observations were used as a starting point for discussionobservation focus through questioning and supportingregardless of the quality of the lesson observed, the group workedstrategies the group saw.The teachers involved were very positive about the experience, andconfident in sharing my concerns with colleagues, asking for advice and beingobserved.Personal professional developmentwith the visit notes. Teachers individual areas for development would be followedThis, as one participant noted, helped me to focus on my own strengths and Intensifying Support Programme Primary© Crown copyright 2004The Intensifying Support Programme SummaryPeer group observation supports the schools development as a professional It builds on input from PDMs and provides the opportunity for teachers to try outfocus of the observation.Teachers value the opportunity to contribute to colleagues development.The process of peer group observation, once started, can be sustained by groups Primary© Crown copyright 2004Intensifying Support Programme The Intensifying Support Programme This case study reproduces a document produced by Coventry LEA as a result of asurvey by one of the LEAs school improvement advisers in his link ISP schools. The ISPfocus was to involve children in their learning and this case study reflects what thechildren knew and said about the programme.Case study: Coventry LEA Taking account of childrens viewson teaching and learninga judgement on the schools capacity for self-evaluation. This is seen as a necessaryeffectiveness of teaching and learning is through lesson observations and thescrutiny of childrens work. In addition to these strategies schools are encouragedto take account of childrens perceptions and their views of the learning process.The ISP for primary schoolsThe ISP was taken up by ten local primary schools in September 2002. The LEAsconsultant led a programme of inservice training based on a number of key themes:childrens responses.At the end of the first year of this two-year programme the children were asked tovaluable feedback on their work and an insight into childrens learning and theSharing lesson objectives with children(Note many teachers used the WILF and TIBs approach i.e. What I am lookingWILF and TIBs keep our mind on the lesson and it gives us confidence. (Year 6)(Year 4)If we get something wrong the teacher says, Think about your WILF and TIBs,and that helps us get it right. (Year 3)Setting curricular targets for different ability groups The Intensifying Support Programme Primary© Crown copyright 2004Intensifying Support Programme You have them (curricular targets) so you can do stuff, like if you forgot fingerthem and capital letters and full stops and things like that. (Year 1)They (targets) help us learn better. (Year 2)could. Im should but I want to reach could. (Year 3)Its a good idea. It lets you know what youve done and what youve got to do.(Year 4)Targets help you because they show you what you are good at and it sort of boostswhat you need to learn to get moved up. (Year 6)My partner was a bit slow today. He kept putting b when he should have put d so I sorted him out. (Year 2)As my dad says, You have a bit of knowledge that your partner doesnt know andget together you can share that knowledge and learn more. (Year 4)Responding to the teachers questionsso you have to think about it first. So what I do is . (Year 2)Youve got a million questions every lesson. Our teacher asks questions like 9 x 6 and we answer it and he keeps on asking questions until a million have gone. (Year 3)A good question was What is your favourite story and why? because you had to think. (Year 4)I didnt even know what iron filings were before. To answer the question you had to do an investigation. Anyway, what happens is . (Year 5)within the ISP project. Childrens views on school improvement have beenWhat is clear from all these initiatives is that the children were keen andIn relation to the ISP pilot, the responses from the children provided reassuring 73 The purpose of the Intensifying Support Programme (ISP) booklets These booklets are designed to support schools in setting up a school improvement programme that drawstogether the strands of raising standards and improving teaching and learning.These materials have been produced as part of the ISP pilot. This programme aims to work inpartnership with schools and LEAs and to coordinate support. The four key themes running through the ISP and providing the focus for the work are:raising standards and accelerating progress;improving the quality of teaching and learning;improving the conditions for learning;developing the school as a professional learning community.These booklets have been produced separately for all schools so that they can be part of theirschool improvement materials. They provide suggestions for a sequence of ProfessionalAll the materials included and referred to are available on the CD-ROM that accompanies the(www.standards.dfes.gov.uk/primary). and write RAP and writeRAP 2 and writeRAP 3 PDM Intensifying Support Programme Primary© Crown copyright 2004The professional development meetings (PDMs) in schools The Intensifying Support Programme Introducing the Intensifying Support Programme PDM 1 Introducing the ISP in school and PDM 5 Problem solving and investigatingPDM 6 Taking stock and evaluating progress The seven booklets cover the key areas of the programme and are designed for use by schools to support the schoolimprovement cycle of audit, plan action and review.The PDMs are timetabled half-termly staff meetings that introduce the focus for the half-term and review previous work.In the pilot the PDMs were an effective mechanism for improving teaching and raising standards because:their regularity kept the programme as high profile and attendance was expected from all staff;the priority for each meeting was linked to the half-termly priorities on the RAP, which also identified the linked introducing the half-term literacy and mathematics curricular targets; introducing the teaching and learning focuses for the meeting and linking them to the key themes; the emphasis on professional discussion and the use of individual development plans (IDPs) supported staff to reflecton progress since the last meeting and current practice, to set individual short-term targets and to extendopportunities for professional dialogue among all staff.Notes to the presenter The prompts on this booklet are intended as possible examples of topics for the PDM. You will want to makedecisions about the focus and content of the session and adapt it according to the development of individualThe booklet is written to be used with a school staff but the PDM should be led either by a consultant or by amember of the SMT.As you present the session, keep the key messages in mind so that participants leave the training with a clearunderstanding of where they need to focus their development over the coming half-term. Record relevant contributions on a flipchart as you work through the session so that participants can use theseprompts when they complete their IDP towards the end of the meeting. You may wish to divide the flipchart intothree sections to cover Teaching strategies, Conditions for learning, the Professional learning community.The PDMs are written so that they include input, activities and discussion. It is worth including practical examples or As you take participants through this session, note staff who are confident in this area and could share theirexpertise by, for example, supporting colleagues in school. Also note staff who are less confident and who may needmore focused support over the half-term.Curricular targets for each PDM prepare layered target sheets for literacy and for mathematics with one target foreach year group. Decide if you or the staff will add a child-friendly version of targets to the sheets. See ResourcesTeaching strategies you will need to prepare activities and identify video extracts for this section. Primary© Crown copyright 2004Intensifying Support Programme The professional development meetings (PDMs) in schools The Intensifying Support Programme Before the first PDM it is important that some initial work has been done in school to set up theprogramme (see booklet introducing the Intensifying Support Programme). Agenda for PDM 1: Introducing the programme and setting curricular Introduction by the headteacher key messages: the aims, Focus on key theme: raising standards and accelerating progress introduction to setting half-termly curricular targets Identify targets and complete IDP, noting actions for the next meeting. Clarification of the pattern of meetings and timetable for the planned programme over the term.Note: The materials are written for one staff meeting lasting one hour. Timings are very tight. Many schools in thepilot covered the materials in two meetings, the first focusing on the curricular target setting and achievement and the second on the teaching and learning issues. : Introducing the ISP in school : Introducing the ISP in school Intensifying Support Programme Primary© Crown copyright 2004The professional development meetings (PDMs) in schools The Intensifying Support Programme Introduction by the headteacher TrainingIntroduction,presented byThese notes are for guidance only and it is expected that schools will choose notes are written to be appropriate for the whole school, although for the Foundation By the end of the meeting all staff should:feel that their professionalism is valued, their expertise and knowledge of the schools contextis recognised, and that this is a programme that is about working together;understand the outline of the ISP school improvement programme and see the four keybe clear about their agreed action points from this PDM and be confident about what theyhave to accomplish before the next PDM.Headteacher reminds staff that this is the key school improvement programme for the term/yearand clarifies that the aim is to raise standards and improve teaching and learning within a cultureof professional dialogue. The programme is part of the Primary National Strategy, Excellence and Enjoyment, and buildson the work of the NLS and NNS and established school improvement practice. The programme gives staff the opportunity to share what they know about effective practice, totry things out and reflect on what they have achieved and where they need to go next. ItThe four key themes, which run through the programme are:raising standards and accelerating progress;improving the quality of teaching and learning;improving the conditions for learning;developing the school as a professional learning community.These key themes are based on school improvement practice in successful schools.The programme design involves the school in establishing priorities from an initial audit from the RAP for the term/half-term. Each half-term there are one (or two) PDMs where staff:agree and set curricular targets for their class for thehow to use it most effectively inreview the childrens progress against targets set for the previous half-term;half-term using an IDP. See Section4 for further information about the IDP. The schools plans for support and : Introducing the ISP in school : Introducing the ISP in school Primary© Crown copyright 2004Intensifying Support Programme The professional development meetings (PDMs) in schools The Intensifying Support Programme Raising standards and accelerating progressThe key aim of the programme is to raise attainment and in order to do this the school will needto make sure that the children make accelerated progress through the school.The programme aims to achieve this through setting curricular targets, assessing progress andtargeting support on underachieving groups.Note: If the school is not familiar with curricular target setting it would be worth allocating awhole meeting to this topic. There is some further information in the booklet Introducing theIntensifying Support Programme, and on the CD-ROM in the Section 2 Case Study on raisingstandards and accelerating progress.Curricular targets: key pointsFrom auditing attainment, the school has identified key areas to improve in literacy andmathematics these will be the whole-school curricular targets. These targets will be broken down into small-layered targets for each half-term for each class.Each teacher identifies in his or her planning where his or her teaching addresses the targetand assesses class progress towards the target.A programme of support is planned from the literacy and mathematics coordinators, and/orfrom the LEA literacy consultant and numeracy consultant.Monitoring will be linked to following up class targets through work sampling, and teachersand childrens self-evaluation of progress.Ask participants, in pairs, to refer to a class list with assessment data and to identifytheir target group. One approach is to divide their class into four ability groups: above average,average, below average, children with identified SEN. The target group will probably be thebelow average group.Encourage teachers to try to think of this group, not in terms of National Curriculum levels, butas those children who are not accessing the NLS/NNS objectives for their year group.Suggest that each half-term each teacher will want to aim for all the children (apart from thosewith specified SEN that might preclude them from achieving national expectations) to be workingtowards achieving the target and working at age-related expectations. This will ensure that allchildren are making good progress through the school.Remind staff that they will need to identify their target group in the next week and to bemonitoring this groups progress towards the targets.Introduce the school literacy and mathematics targets for this half-term layered down for eachclass from the NLS and NNS target statements (not more than one reading, one writing and onemathematics target). See Resources list near the end of this booklet.Give participants a few moments to discuss, in year groups, what children can achieve in thisarea currently and what they will need to know to achieve the target. Lead discussion, withliteracy and mathematics coordinators, around key subject knowledge for teaching the targets.target group achieve the target and when, linked to their planning, they will teach this over theIt is important here to identify any staff who feel less secure teaching this aspect, how they willbe supported (through the staff meeting, coordinator, consultant) and how progress towards thetarget will be monitored.Introducing thestandards andprogress processtarget groupIntroducing thelayered targets : Introducing the ISP in school Intensifying Support Programme Primary© Crown copyright 2004The professional development meetings (PDMs) in schools The Intensifying Support Programme Identify the schools priorities for each of the key themesthis half-term. For further details of the key themes see booklet Introducing the IntensifyingThere may only be time in the meeting to introduce the theme of improving the quality ofteaching and learning, in which case you may want just to indicate what is covered by the keythemes on improving the conditions for learning and developing the school as a learningcommunity as these themes will be referred to in later PDMs. Improving the quality of teaching and learningNLS, NNS and the Primary Strategy are all predicated on linking improving teaching to raisingstandards. The ISP builds on this to give teaching and learning focus a high profile throughout.Each half-term, when literacy and mathematics targets are identified, a teaching strategy will be(which will be differentiated according to need and experience) and teachers will have thechance to try out and refine their use of the strategy during the following half-term, particularlylinking it to literacy and mathematics targets.Evidence from improving teaching programmes emphasises that teachers benefit from havingopportunities to discuss their teaching, receive feedback, try out new strategies and reflect onhow effective those strategies were. This programme builds in opportunities for teachers to plantogether and observe observe each other teaching. Monitoring and support for the programmewill come from observations from and co-teaching with primary consultants and coordinators,and from teaching observation focusing on an identified teaching strategy and teachers self-Teaching and learning strategies identified for focus are:problem solving and investigating.Ask participants to discuss briefly, in pairs, their most secure teaching and learning strategies.Improving the conditions for learningFor teaching to be as effective as possible it is important that it is well supported by: a secure and rich learning environment; good use of teaching resources; effective ways of working with additional adults in the classroom; established and secure systems for managing childrens behaviour.As part of the programme, there will be opportunities to discuss and agree specific aspects ofthe conditions for learning and to ensure that whole-school policy and practice is developed inorder to provide progression, consistency and cohesion in teaching and learning across theAsk participants to think about and discuss the conditions for learning in the school andtheir class and identify some points for development. Note these as areas to develop over theprogramme. Identify quickly one or two areas for immediate action and note these on the action plan or aIntroducing theImproving thelearning Introducing theImproving thelearning : Introducing the ISP in school Primary© Crown copyright 2004Intensifying Support Programme The professional development meetings (PDMs) in schools The Intensifying Support Programme Introducing theprofessionallearningIntroducing the Developing the school as a professional learning communityKey feature of effective schools are that:expectations are high and children are confident that they can achieve;key features of learning and what children can achieve are shared with the children, theirparents and carers;the school sees itself as a learning institution with opportunities for the whole community tocontinue to learn.The aim of the programme is to work with the school to develop the schools agenda to ensurethat it focuses on learning. The programme includes children, staff and carers.Ask participants to think about and discuss the school and their class as a learningcommunity and identify some points for development. Note these as possible areas to developover the programme.Identify quickly one or two areas for immediate action and add these to the action plan or aAt the end of each meeting allow time for staff to reflect on their implementation of the curriculartargets for the half-term and their teaching strategies and record these on their IDP. The IDP (or another similar form) is the mechanism used for staff to record their plannedcurricular and teaching targets for the half-term. This needs to be a simple record that staffcan use to remind themselves of their planned actions.The IDP needs to have headings that cover the four key themes and staff need to indicateactions against the curricular targets and teaching and learning. The other two themes arelearning, and particularly displaying the class targets, very successful areas. (See PDMs forTeachers use their completed IDP at the next PDM as the basis for discussion about whatSchools will want to add their own priorities to the various themes as the programmeAt the end of each meeting it is important that staff are clear about:their literacy and mathematics curricular targets;their teaching focus for the next half-term, including related issues around the conditions forlearning;any support they will receive from the consultants, or coordinators;monitoring procedures and evaluation criteria and timescale; ResourcesNLS target statements and NNS key objectives(see the website www.standards.dfes.gov.uk/primary and CD-ROM ISP Appendices 2 and 3)Curriculum Guidance for the Foundation StageExamples of positive behaviour prompts You are entering a positive language zone Independent process prompts We can find help by , When Im stuck I can Teaching and learning prompts vocabulary table mats, story openings mats; mathematics problem-solving scaffolding sheets; spelling families NB: NLS and NNS resources are available on the DfES literacy and numeracy websites(standards.dfes.gov.uk): Introducing the ISP in school Intensifying Support Programme Primary© Crown copyright 2004The professional development meetings (PDMs) in schools The Intensifying Support Programme Each teacher is to agree an outcome for the four key themes for this half-term and set them as targets on his or herIDP. These IDP targets need to relate to the curricular targets and teaching strategies that are being explored. FocusOutcome(s)Action(s) and commentslearningResourcesLearning environmentand learning: introducing ISP inDeveloping the learningParents and children informedabout programmeChildren know the class target, whatthey are doingTeachers identify teaching strategiesthey feel more or less secure withResources organised for teachingClassroom display supportsteaching and learning focus TargetsLiteracyMathematics Class target(s): Focus of PDM: Introducing ISP in schoolDate of meeting: Class: Class target group and teachingChildren work towards targetsaccelerating progressCurricular targets introduced : Introducing the ISP in school : Introducing the ISP in school Primary© Crown copyright 2004Intensifying Support Programme The professional development meetings (PDMs) in schools The Intensifying Support Programme Review and reflect on progress since the last meetingParticipants review the targets they set in their IDPs at the last PDM. They discuss with colleagues successes andareas which still need addressing. They record their needs for future development and support noting whether theseare individual needs or part of a wider issue. Participants review the progress of their class against the curriculartargets.Agenda for PDM 2: Sharing objectives Review and reflect on progress since the last meeting.Focus on key themes: improving the quality of teaching and learning, improving the conditions for learning and developing the school as a professional learning community.Identify targets and complete the IDP.Note: The agenda and materials are written to be used in one meeting but in the ISP pilot many schools had twomeetings each half-term because they found this more effective, and (particularly at first) they needed Intensifying Support Programme Primary© Crown copyright 2004The professional development meetings (PDMs) in schools The Intensifying Support Programme Improving the quality of teaching and learning: Sharing objectivesThese notes are for guidance only and it is expected that schools their own needs. These notes are written to be appropriate for the Discuss effective teaching and learning in the context of Identify effective ways of planning and sharing objectives andTraining The curricular targets are the key focus for raising standards and assessing progress.standards andprogressResources This section covers the identification of the half-termly curricular targets for the whole class andthe targeted group for the half-term.targets on which to focus. These will be broken down into smaller targets for each half-termShare the focus areas for targets for this half-term.Share with each year group their half-term targets for reading, writing and mathematics forthe class (there should not be more than three targets in all).Lead a discussion around what children need to know in order to achieve the target. Link thepoints raised to input from the literacy and mathematics coordinator. Lead a year group discussion around teaching the target (when, in which subjects, etc.).Remind staff that they will need to plan to teach the target over the half-term and assess thechildrens progress towards the target so they can share this at the next meeting. Remind staff that the expectation is that the majority of children will achieve these targets tobe working at age-related levels (with some differentiation) to accelerate progress. Targets willneed to be made explicit in the classroom (see Improving the conditions for learning).Remind staff that in the Foundation Stage children will be involved in making choices aboutthe next steps in their learning linked to their needs and interests.Link targets for this half-term to NLS target statements and NNS key objectivesSee the website www.standards.dfes.gov.uk/primary and CD-ROM and booklet PDM 1 for PDM: Sharing objectives Primary© Crown copyright 2004Intensifying Support Programme The professional development meetings (PDMs) in schools The Intensifying Support Programme Introduction,progress inwhat different groups will learn (outcomes);It is useful to think of the unit of work as a block of learning that holds together and is heldtogether by other blocks. Sharing the objectives with children helps them to see the stepstowards the bigger picture and to make sense of their own learning.Ask participants to discuss the schools medium-term planning Where do they think planning might be improved in order to help them identify and set age-related expectations?Sharing the objectives with children helps children to learn because they are clear about what they are learning. At the beginning of each lesson children need to know: what they are learning (the objective);why they are learning this (how it fits into the bigger unit of what they will be able to know, understand or do at the end how they are learning this (what they will do in the lesson). Ask teachers to identify the objectives for a recent literacy or mathematics lesson anddiscuss in pairs how they shared these with the children. What language did they use? Whatworks best with the children? how/why, develop/be aware of we are learning toAsk teachers to discuss the learning outcome for the same lesson. How was theoutcome explained to children at the start and/or at the end of the lesson? How did the teacherNote: Some useful stems for outcomes are: What I am looking for from everyone is, expect from Green group is, View opening sequences of the NLS/NNS coordinator conference plenary video (literacy/Discussion points: How did the teacher make sure that the children were clear about what theywere learning? The three-part lesson (whole-class teaching including the starter, independent/guided work andthe plenary) provides the structure to effectively teach the objective(s). Planning the lesson letsplot the stages, through which the children need to progress, from objective to outcomeagainst the three-part lesson;identify the key questions they will use to assess childrens progress towards the objectiveCommercial schemes can be useful to provide resources to support the plans (but are notreplacements for planning). PDM: Sharing objectives Intensifying Support Programme Primary© Crown copyright 2004The professional development meetings (PDMs) in schools The Intensifying Support Programme in shared/ HMI note that: when the objectives are clear to the teachers and pupils there is a sharedsense of direction and purposefulness: talk, including questions, is directed towards thecommon goal of the lesson and the teacher and the pupils have a sense of whether progressis being made towards it. the teachers plan to use the most appropriate strategies to teach theclass to support the learning (e.g. paired work, discussion, role-play).Teachers plan to plot the learning towards the outcome. Teachers deviseis introduced clearly and quickly;provides appropriately challenging tasks for all children; children can get on with by themselves, with a partner or with TA support.Planning effective tasks for the independent work, that support children to apply theirobjective led learning linked to the objective, continues to be challenging for teachers.Starting a school bank of tasks that are age specific and relate to the Frameworks objectives1. Ask teachers, in year group pairs, to recommend to each other independent work that theyfind effective to move children towards achieving the lesson outcome. 2. Using their current curricular target ask teachers in pairs to suggest independent work thatwill support the childrens progress towards the target.is the time to determine what children have learned and how confident they areabout the subject matter. returns to the objectives and focuses on the outcomes;establishes what children have learned (not the tasks);uses planned key questions to assess childrens understanding (e.g. what, why, where, howgives children some links to the next lesson. Watch key sequences from the literacy/mathematics plenary video. Use some of thefollowing discussion prompts:What questions did the teacher use to assess and monitor the childrens learning?How did the children demonstrate their new learning and understanding?Following the plenary what are the implications for future planning? PDM: Sharing objectivesPDM: Sharing objectives Primary© Crown copyright 2004Intensifying Support Programme The professional development meetings (PDMs) in schools The Intensifying Support Programme Improving thelearning: keyprofessionallearningIt is suggested that schools identify one or two key messages from conditions for learning anddeveloping the school as a professional learning community to link to the teaching strategy andThe conditions for learning provide the classroom context for effective teaching and learning.Key conditions to support effective learning are as follows.Visual prompts in all classrooms support the explanation of objectives and reinforce theteaching and learning focus.The physical arrangement of the classroom and the role or focus of any additional adultsencourages the participation of all children. Children remain on task and work well during independent time.Tasks match the time available and are sufficiently challenging.During the plenary classroom arrangement and use of additional adults supports feedbackand review.Teaching prompts focus children on key learning objectives.Developing a professional learning community in the classroom involves the children in their ownlearning. The following key points support this PDM.Children are clear about what they are learning and what they will achieve.Teachers share with children the relationship between the specific lesson objectives, the widerlearning objectives/curricular targets and the tasks and activities they are set.Children can talk about what they are learning and how this will be able to improve their work.During the plenary teachers feed back to clarify, refine and extend childrens reasoning andAll staff provide positive feedback on progress made to meet shared objectives andISP focuses are explicitly shared in whole school contexts (e.g. in assemblies) and with thewider community (e.g. through homework).Ask participants, drawing on the small-group discussion, to identify from their ownclassroom practice two aspects that are well-developed in their classroom and two aspects thatrequire further development. ResourcesExamples of ways of representing objectives in displays or prompts; use of underlining or highlightingkey vocabulary; appropriate child-friendly versions or flashcards of key words, etc.NLS flyer Talking in ClassSpeaking, Listening and Learning: working with children in Key Stages 1 and 2Video of plenary from Coordinator training materialCoordinator CD-ROM with additional prompts for plenaryPlenary handout from NNS headteacher conferencesNB: NLS and NNS resources are available on the DfES literacy and numeracy websites(www.standards.dfes.gov.uk) : Sharing objectives Intensifying Support Programme Primary© Crown copyright 2004The professional development meetings (PDMs) in schools The Intensifying Support Programme Each teacher is to agree an outcome for the four key themes for this half-term and set them as targets on his or herIDP. These IDP targets need to relate to the curricular targets and teaching strategies that are being explored. FocusOutcome(s)Action(s) and commentslearningResourcesLearning environmentand learning: sharing objectivesDeveloping the learningParents and children informedabout programmeChildren know the class target, whatthey are doingor shared effectively in all parts ofResources organised for teachingClassroom display supportsteaching and learning focus TargetsLiteracyMathematics Class target(s): Date of meeting: Class: Class target group and teachingChildren work towards targetsaccelerating progressCurricular targets introduced PDM: Sharing objectivesPDM: Sharing objectives The professional development meetings (PDMs) in schools The Intensifying Support Programme Primary© Crown copyright 2004Intensifying Support Programme Review and reflect on progress since the last meetingParticipants review the targets they set in their IDPs at the last PDM. They discuss with colleagues successes andareas which still need addressing. They record their needs for future development and support noting whether theseare individual needs or part of a wider issue. Participants review the progress of their class against the curriculartargets.Agenda for PDM 3: QuestioningReview and reflect on progress since the last meeting.Focus on key themes: improving the quality of teaching and learning, improving the conditions for learning and developingthe school as a professional learning community. Input on Identify targets and complete the IDP.Note: The agenda and materials are written to be used in one meeting but in the ISP pilot many schools had twomeetings each half-term because they found this more effective, and (particularly at first) they needed Intensifying Support Programme Primary© Crown copyright 2004The professional development meetings (PDMs) in schools The Intensifying Support Programme Improving the quality of teaching and learning: QuestioningThese notes are for guidance only and it is expected that schools will choose notes are written to be appropriate for the whole school, although for theEstablish the importance of effective questioning in teaching andlearning.Explore types of questioning to prompt previous knowledge, probe understanding and promote and extend childrens Training The curricular targets are the key focus for raising standards and assessing progress.standards andprogressResources This section covers identification of curricular targets for the whole class and the targeted grouptargets on which to focus. These will be broken down into small targets for each half-term forShare the focus areas for targets for this half-term.Share with each year group their half-term targets for reading, writing and mathematics forthe class (there should not be more than three targets in all).Lead a discussion around key subject knowledge of targets. Link the points raised to inputfrom the literacy and mathematics coordinator. Lead a year group discussion around teaching the target (when, in which subjects, etc.).Remind staff that they will need to plan to teach the target over the half-term and assessclass progress towards the target so they can share this at the next meeting. Remind staff that the expectation is that the majority of children will achieve these targets tobe working at age-related levels (with some differentiation) to improve progress. Targets willneed to be made explicit in the classroom (see Improving the conditions for learning).Remind staff that in the Foundation Stage children will be involved in making choices aboutthe next steps in their learning linked to their needs and interests.Link targets for this half-term to NLS target statements and NNS key objectivesSee the website www.standards.dfes.gov.uk/primary and CD-ROM and booklet PDM 1 for PDM: Questioning Primary© Crown copyright 2004Intensifying Support Programme The professional development meetings (PDMs) in schools The Intensifying Support Programme Introduction,progress in Questioning is an effective teaching strategy that supports children to reflect on their prior andcurrent learning and to develop their understanding of new knowledge and skills.ensure that questioning matches the direction and pace of the lesson and ensures that all children take part;listen carefully to childrens responses and respond constructively in order to take forward their learning;targeted to make sure that children of all abilities are involved andallow children time to think through answers and/or have opportunities for paired discussion before inviting a response.Consider the following three types of questioning.Prompting questions:direct children to the knowledge and skills they have learned and can help children to use knowledge to derive new facts and skills;help establish the next step in childrens learning;help children to understand the tasks or problems and decide how draw childrens attention to alternative approaches, methods or ideasthey have used previously;offer children simpler starting points and illustrations of how they might tackle a problem;create links and stimulate childrens thinking.Ask participants, in pairs, to pose one another prompting questions, e.g. What did we learn from the last PDM?Probing questions:establish the extent to which childrens knowledge and understanding is secure;help children to identify and correct any errors they have made and recognise why theyencourage children to review their ideas and methods and seek ways of improving their work;support children in articulating their strategies and choices, and in use of correct vocabularysharpen childrens thinking skills and ability to hypothesise, test and justify.Ask participants in pairs to pose one another probing questions, e.g. How do youassess whether children have met their curricular targets?Promoting questions:set children challenges so that they can apply their ideas and reasoning skills and deepenencourage children to take decisions and enquire by setting up and testing hypotheses ofstimulate discussion about efficiency and the merits of alternative strategies;foster childrens ability to think, to review their approaches and solutions and identify other,more efficient, strategies they might use. PDM: Questioning Intensifying Support Programme Primary© Crown copyright 2004The professional development meetings (PDMs) in schools The Intensifying Support Programme in shared/Ask participants, in small groups, to give feedback on the merits of the three types ofquestioning. Ask the groups to consider whether there are benefits in identifying which of thesethree types of questions are most appropriate at key points in a literacy then a mathematicsPlanning: incorporate appropriate questions related to the objectives being taught in the lesson.Teaching: consider questioning in each part of the lesson.In the shared time the teacher uses questions to:refer to previous work and pose questions to assess childrens prior knowledge;develop childrens speaking and listening skills and ability to reflect and analyse;promote engagement and involvement in learning by using a range of questioning techniques.encourage/give opportunities for thinking aloud, and reviewing strategies and progress;promote the social context for positive dialogue.assess childrens understanding against the objectives being taught;give opportunities for children to share what they have learned;ensure that questions are planned that move from basic recall of facts to questions thatrequire more complex answers;plan and use a series of open and closed questions, adjusted and targeted to make sure allchildren are involved;ask questions in different ways so that children listen and those who do not understand thespend as much time as possible in direct teaching interacting with the whole class, a group ofchildren or individuals.Ask participants, in small groups, to discuss the range of questioning that they use ineach part of the literacy hour or daily mathematics lesson. Ask them to consider the three typesof question and identify where they will use each type in their teaching.Ask participants to identify a literacy or mathematics lesson they are about to teach over thehalf-term. With the curricular targets in mind ask them to discuss, in small groups, the type ofhelp children meet the target;assess childrens understanding of the work;determine childrens attainment of the target and the next steps in their learning. PDM: Questioning Primary© Crown copyright 2004Intensifying Support Programme The professional development meetings (PDMs) in schools The Intensifying Support Programme Improving thelearning: keyprofessionallearningimproving theconditions for learning and developing the school as a professional learningThe conditions for learning provide the classroom context for effective teaching and learning.Key actions to support effective questioning include:displaying and making frequent reference to the range of vocabulary appropriate to currentteaching. This encourages children to use relevant terminology when responding;ensuring that children are seated in such a way that questions can be targeted to specificchildren as appropriate;ensuring that additional adults are aware of the purposes of the questioning used withinensuring that additional adults are situated close to those children who need help andprompting to offer a response;allowing children time to think about what they are going to say before inviting a response.Developing a professional learning community in the classroom involves the children in theirlearning. Key points to support this PDM are as follows.Ensure that questioning and discussion is a two-way process in which children are expectedEnsure that there are opportunities in whole-class, group and paired work for children to askquestions and offer appropriate responses, both to the teacher and each other.Set expectations to ensure that all childrens responses are listened to and positivelyAsk participants, drawing on the small-group discussion, to identify from their ownclassroom practice two aspects that are well-developed in their classroom and two aspects thatrequire further development. ResourcesFramework for teaching mathematics from Reception to Year 6 introductory section, page 12NNS Mathematical vocabularyUsing assess and review lessons INSETprogramme and accompanying video sequences (NNS)Planning plenaries leaflet from NNS headteacher pack, Chapter 1 Effective teaching and tools of the trade; Appendixpage 143 Effective questioning can raise attainmentNLS Flyer: Talking in class Speaking, Listening, Learning: working with children in Key Stages 1 and 2NB: NLS and NNS resources are available on the DfES literacy and numeracy websites(www.standards.dfes.gov.uk) Intensifying Support Programme Primary© Crown copyright 2004The professional development meetings (PDMs) in schools The Intensifying Support Programme Each teacher is to agree an outcome for the four key themes for this half-term and set them as targets on his or her IDP. These IDP targets need to relate to the curricular targets and teaching strategies that are being explored. FocusOutcome(s)Action(s) and commentslearningResourcesLearning environmentand learning: questioningDeveloping the learningParents and children informedabout programmeQuestioning used effectively in all TargetsLiteracyMathematics Class target(s): Date of meeting: Class: Class target group and teachingChildren work towards targetsaccelerating progressCurricular targets introduced PDM: QuestioningPDM: Questioning Primary© Crown copyright 2004Intensifying Support Programme The professional development meetings (PDMs) in schools The Intensifying Support Programme Review and reflect on progress since the last meetingParticipants review the targets they set in their IDPs at the last PDM. They discuss with colleagues successes andareas which still need addressing. They record their needs for future development and support noting whether theseare individual needs or part of a wider issue. Participants review the progress of their class against the curriculartargets.Agenda for PDM 4: Modelling and demonstratingReview and reflect on progress since the last meeting.Focus on key themes: improving the quality of teaching and learning, improving the conditions for learning and developingthe school as a professional learning community. Input on Identify targets and complete the IDP.Note: The agenda and materials are written to be used in one meeting but in the ISP pilot many schools had twomeetings each half-term because they found this more effective, and (particularly at first) they needed Intensifying Support Programme Primary© Crown copyright 2004The professional development meetings (PDMs) in schools The Intensifying Support Programme Improving the quality of teaching and learning: Modelling and demonstratingThese notes are for guidance only and it is expected that schools will choose from what issuggested and adapt materials to meet their own needs. These notes are written to beSupport teachers in referencing a range of NLS/NNS practical resources to help them indeveloping effective modelling and demonstrating.Training The curricular targets are the key focus for raising standards and assessing progress.This meeting may not include setting curricular targets if it is taking place at the end of the summer half-term.standards andprogressResources This section covers identification of curricular targets for the whole class and the targetedgroup for the half-term.targets on which to focus. These will be broken down into small targets for each half-term forShare the focus areas for targets for this half-term.Share with each year group their half-term targets for reading, writing and mathematics forthe class (there should not be more than three targets in all).Lead a discussion around key subject knowledge of targets. Link the points raised to inputfrom the literacy and mathematics coordinator. Lead a year group discussion around teaching the target (when, in which subjects, etc.).Remind staff that they will need to plan to teach the target over the half-term and assessclass progress towards the target so they can share this at the next meeting. Remind staff that the expectation is that the majority of children will achieve these targets tobe working at age-related levels (with some differentiation) to improve progress. Targets willneed to be made explicit in the classroom (see Improving the conditions for learning).Remind staff that in the Foundation Stage children will be involved in making choices aboutthe next steps in their learning linked to their needs and interests.Link targets for this half-term to NLS target statements and NNS key objectivesSee the website www.standards.dfes.gov.uk/primary and CD-ROM and booklet PDM 1 for PDM: Modelling and demonstrating Primary© Crown copyright 2004Intensifying Support Programme The professional development meetings (PDMs) in schools The Intensifying Support Programme Introduction,progress inin shared/ Modelling and demonstrating are key teaching and learning strategies that scaffold or supportchildrens learning to take them successfully from what they know into new learning. Modellingand demonstrating are lynchpins of successful teaching. Modelling and demonstrating require childrens full attention. They set out to give childrendescriptions, methods, images they can return to, use and apply again. They build on theAsk participants, in pairs, to discuss how children learn from effective modelling anddemonstrating and how well they feel they incorporate effective modelling and demonstratingModelling and demonstrating are interactive whole-class teaching strategies, which involve theteacher in using resources and asking probing questions and children contributing and tryingthings out. Paired work and use of whiteboards may be part of these strategies. In literacy, modelling and demonstrating are the key strategies in shared reading and writing tomake sure that children understand both the process (e.g. writing narrative) and the particularIn mathematics, models are used to give children a picture or image to help them understand thehow to do something like measure an angle, or set out the steps involved in a particularRemind participants of their last literacy and mathematics targets. Ask them to identifytwo or three examples of effective modelling and demonstrating that they included in theirteaching and how this supported the childrens learning and helped them to reach their target. make explicit to children the underlying structures andprovide a supporting structure, which can beclearly and precisely demonstrate the steps involvedin promoting a technique or skill, and when solving aproblem. Provide one or two examples from the whole classsession, e.g. in shared writing of an advertisement foridentify, discuss and plan with the class (usingnotes/diagram) the key features of advertisement (e.g.demonstrate the key features, rehearsing ideas orallysound the best so I am writing Gummo is the worldsstrongest glue); use basic resources to model the process (e.g. ofdivision as repeated subtraction). PDM: Modelling and demonstrating Intensifying Support Programme Primary© Crown copyright 2004The professional development meetings (PDMs) in schools The Intensifying Support Programme The modelling and demonstrating takes the children into new learning, so it is important that thisis scaffolded through the use of visual prompts, questioning and paired talk. At the end of the whole-class session the children should be able to begin to apply what hasIn the plenary the teacher returns to the models introduced to children to assess how well thechildren can apply what was taught to new situations and examples. Participants look at a video extract or observe a colleague modelling a process.Use the following discussion prompts:What was the teacher modelling/demonstrating and what learning did it promote?What did the teacher/children do? Did the teacher use paired talk and resources to support the childrens learning?How could the children use/apply the model in the lesson or later? Ask participants with the curricular targets in mind to identify a literacy or mathematicslesson they are about to teach over the half-term. Ask them to discuss, in small groups, first, theteaching sequence from analysis to application; then, the strategies, pictures and images thatmay be deployed in order that modelling and demonstrating is effective.On their IDP, participants set their own targets linked to outcomes.It is suggested that schools identify one or two key messages from those outlined below forconditions for learning and developing the school as a professional learning community. The conditions for learning provide the classroom context for effective teaching and learning.Key conditions to support effective modelling and demonstrating are:teachers display and refer to resources to support modelling and demonstrating images,pictures, sequences, vocabulary;additional adults are aware of what is being modelled or demonstrated;additional adults are situated close to those children who need support;children are allowed to work in a variety of groupings and settings to facilitate effectivelearning.Developing a professional learning community in the classroom involves the children in theirlearning. Key points to support this PDM are as follows.Children are clear about the purpose of what is being taught because the processes andstructures have been well modelled and demonstrated.Children understand how to apply the model to future learning.Children play an active part in the modelling and demonstrating by answering questions,The topics, presentations and structures of the modelling and demonstrating generatecuriosity and interest.Adults listen carefully to childrens responses and respond constructively in order to takelearning forward.Ask participants, drawing on the small-group discussion, to identify from their ownclassroom practice two aspects that are well-developed in their classroom and two aspects thatrequire further development. PDM: Modelling and demonstrating Primary© Crown copyright 2004Intensifying Support Programme The professional development meetings (PDMs) in schools The Intensifying Support Programme Each teacher is to agree an outcome for the four key themes for this half-term and set them as targets on his or herIDP. These IDP targets need to relate to the curricular targets and teaching strategies that are being explored. FocusOutcome(s)Action(s) and commentslearningResourcesLearning environmentand learning: modelling andDeveloping the learningParents and children informedabout programme TargetsLiteracyMathematics Class target(s): Date of meeting: Class: Class target group and teachingChildren work towards targetsaccelerating progressCurricular targets introduced PDM: Modelling and demonstrating Intensifying Support Programme Primary© Crown copyright 2004The professional development meetings (PDMs) in schools The Intensifying Support Programme ResourcesAll these resources are available on the PNS literacy and numeracy websitesFramework for teaching mathematics from Reception to Year 6Year 6 Teachers WorkshopDay 1 Session 3: Teaching and learning mathematics NNS Year 6 Springboard lessons 23 30 NNS Year 6 Unit PlansNNS Interactive Teaching Programmes (ITPs)Developing Early Writing,pages 13 17 plus examples from modulesDeveloping Early Writingvideo Year 1 Scooters (also on LAI video)Grammar for Writing, pages 13 16 plus examples from modulesGrammar for Writing,video 1.16.11 Year 6 Shared/demonstration writing: Ann writing a suspense paragraph(also abbreviated version on Year 6 teaching assistant video and headteacher video)ELS QFT and FLS QFT training days. (Good example of shared writing: FLS QFT, page 24)ELS video shared writing in Year 1 Supporting information from PDM3 and PDM5 Additional resources/referencesMathematical vocabularyNNS Professional development materials 3 & 4 (green training box) PDM: Modelling and demonstrating Primary© Crown copyright 2004Intensifying Support Programme The professional development meetings (PDMs) in schools The Intensifying Support Programme: Problem solving and investigating Review and reflect on progress since the last meetingParticipants review the targets they set in their IDPs at the last PDM. They discuss with colleagues successes andareas which still need addressing. They record their needs for future development and support noting whether theseare individual needs or part of a wider issue.Agenda for PDM 5: Problem solving and investigating Review and reflect on progress since the last meeting.Focus on key themes: improving the quality of teaching and learning, improving the conditions for learning and developingthe school as a professional learning community. Input on identified teaching strategy: problem solving and investigating.Identify targets and complete the IDP.Note: The agenda and materials are written to be used in one meeting but in the ISP pilot many schools had twomeetings each half-term because they found this more effective, and (particularly at first) they needed Intensifying Support Programme Primary© Crown copyright 2004The professional development meetings (PDMs) in schools The Intensifying Support Programme Improving the quality of teaching and learning: Problem solving These notes are for guidance only and it is expected thatmaterials to meet their own needs. These notes are written toEstablish the importance of effective problem solving andinvestigating in teaching and learning.Explore types of problem solving and investigating toprompt previous knowledge, probe understanding andpromote and extend childrens thinking. Link problem-solving and investigative strategies to conditions and culture for learning.Training The curricular targets are the key focus for raising standards and assessing progress.standards andprogressResources This section covers identification of curricular targets for the whole class and the targeted grouptargets on which to focus. These will be broken down into small targets for each half-term forShare the focus areas for targets for this half-term.Share with each year group their half-term targets for reading, writing and mathematics forthe class (there should not be more than three targets in all).Lead a discussion around key subject knowledge of targets. Link the points raised to inputfrom the literacy and mathematics coordinator. Lead a year group discussion around teaching the target (when, in which subjects, etc.).Remind staff that they will need to plan to teach the target over the half-term and assessclass progress towards the target so they can share this at the next meeting. Remind staff that the expectation is that the majority of children will achieve these targets tobe working at age-related levels (with some differentiation) to improve progress. Targets willneed to be made explicit in the classroom (see Improving the conditions for learning).Remind staff that in the Foundation Stage children will be involved in making choices aboutthe next steps in their learning linked to their needs and interests.Link targets for this half-term to NLS target statements and NNS key objectivesSee the website www.standards.dfes.gov.uk/primary and CD-ROM and booklet PDM 1 for : Problem solving and investigating Primary© Crown copyright 2004Intensifying Support Programme The professional development meetings (PDMs) in schools The Intensifying Support ProgrammePurposes of problem solving and investigatingProblem-solving activities or investigations:are effective (natural) strategies for learning;are active approaches to learning;give children responsibility for their learning. Problem solving should permeate through all learning objectives and should not be seen as abolt-on activity.Ask participants, in pairs, to discuss how children learn from problem solving andinvestigating. What are the benefits of problem solving and investigating?In shared work teachers use short problem-solving or investigative activities to:refer to previous work and pose questions to assess childrens prior knowledge;demonstrate and scaffold investigations and problem solving, making explicit the keyuse an investigation or problem to teach the objective;model the various methods of recording (e.g. tabulation, diagrams, etc.);develop childrens strategies for solving problems in a variety of contexts;teach children how to interpret, select and use information;In independent time teachers provide short or extended problem-solving or investigative activitiessupport children in drawing out patterns, principles, conclusions, justifying answers oridentifying relationships;promote the social context for positive dialogue;support children in developing a wide range of strategies in order to develop the skills ofworking systematically, including finding all possibilities;help children record their thinking in a variety of ways including diagrammatic representationIn the plenary the teacher may use a problem-solving or investigative activity to:assess childrens understanding of the objectives being taught;prepare children for the next lesson or series of lessons;provide opportunities to communicate childrens different approaches to the specific problem-solving activities in order to address any misconceptions.Provide a problem-solving activity e.g. How many ways can 4 different books be placedon a bookshelf? Provide examples of childrens work to motivate discussion.How well do teachers feel they incorporate problem solving into teaching at present?Ask participants to work in pairs or threes to identify two or three problem-solving andinvestigative activities they have used recently. Ask the following questions.Have they explored techniques of problem solving and investigating such as finding rules anddescribing patterns?What are the necessary strategies that teachers will need to model in order that the children Introduction,in shared/ : Problem solving and investigating Intensifying Support Programme Primary© Crown copyright 2004The professional development meetings (PDMs) in schools The Intensifying Support Programme Improving thelearning: keyprofessionallearning may become more effective problem solvers? (e.g. workingsystematically or visualising the problem using familiar shapes orpatterns.)Introduce Year 3 Training materials on problem solving.Introduce the teaching sequence for problem solving; pull out the key activity and related vocabulary; try out the activity.Introduce the teaching sequence for investigative work. try out the activity.Ask participants in year groups to discuss what opportunities there are for planningproblem solving and investigations into this half-terms work.Remind participants that throughout the lesson emphasis needs to be placed on effectivequestioning. Refer to Supporting information from PDM3.Ask participants, with the curricular targets in mind, to consider a lesson within a unit plan fromthe exemplification or a teachers own plan. Ask participants to identify an opportunity forproblem solving, discuss in small groups how they would introduce the problem and thequestions they would ask to support learning. Then they should discuss how they would use theplenary and the questions they would ask to find out what children understood about solvingproblems.It is suggested that schools identify one or two key messages from The conditions for learningand Developing the school as a professional learning community to link to the teaching strategyThe conditions for learning provide the classroom context for effective teaching and learning. Keyconditions to support problem solving are:at least one display includes problem solving and/or investigation;children work in a variety of seating arrangements to facilitate teacher/pupil interaction;all adults understand appropriate strategies for problem solving and investigating in order tosupport targeted children;children show understanding of the principles of problem solving and investigating in theirresponse.Developing a professional learning community in the classroom involves the children in theirlearning. Key points to support this PDM are as follows.Children are clear about the purpose of the problem solving or investigation because it hasChildren play an active part in the problem solving and investigation by answering questions,The topics, presentations and structure of the problems and investigations generate curiosityand interest. Adults listen carefully to childrens responses and respond constructively in order to takelearning forward.Teachers set expectations to ensure that childrens speculative responses are welcomed.Ask participants, drawing on the small group discussion, to identify from their ownclassroom practice two aspects that are well developed in their classroom and two aspects thatrequire further development. : Problem solving and investigating Primary© Crown copyright 2004Intensifying Support Programme The professional development meetings (PDMs) in schools The Intensifying Support Programme Each teacher is to agree an outcome for the four key themes for this half-term and set them as targets on his or herIDP. These IDP targets need to relate to the curricular targets and teaching strategies that are being explored. FocusOutcome(s)Action(s) and commentslearningResourcesLearning environmentand learning: problem solvingDeveloping the learningParents and children informedabout programmeProblem solving and investigatingplanned for and used effectively in TargetsLiteracyMathematics Class target(s): Focus of PDM: Problem solving and investigating Date of meeting: Class: Class target group and teachingChildren work towards targetsaccelerating progressCurricular targets introduced : Problem solving and investigating Intensifying Support Programme Primary© Crown copyright 2004The professional development meetings (PDMs) in schools The Intensifying Support Programme ResourcesFramework for teaching mathematics for Reception to Year 6Investigation page 17 from NLS LEA training: Teaching and Learning, 1999Handout 4.1 from Year 6 Workshop Day 1 session 4, with supporting mathematics activity from PDM 4 NNS Year 6 Springboard lessons 23 30 NNS Year 6 Unit PlansNNS Interactive Teaching Programmes (ITPs)Phonics, Progression in phonics: materials for whole class teachingDeveloping Early WritingGrammar for WritingYear 2 and 3 Planning Exemplification and Spelling ProgrammeSupporting information from PDM3 materialsAdditional resources/referencesMathematical vocabularyWorking with gifted and talented childrenMathematical challenges for able and more able pupils in Key Stage 1 and Key Stage 2NNS Professional development materials 3 & 4 (green training box)NB: NLS and NNS resources are available on the DfES literacy and numeracy websites (www.standards.dfes.gov.uk) : Problem solving and investigating Primary© Crown copyright 2004Intensifying Support Programme The professional development meetings (PDMs) in schools The Intensifying Support Programme: Taking stock and evaluating progress : Taking stock and evaluating progress Agenda for PDM 6: Taking stock and evaluating progress Review and reflect on progress since the last meeting.Overview of the four key themes. Review key theme: raising standards and accelerating progress, setting and getting curricular targets. Reflect on the key themes: improving the quality of teaching and learning, improving the conditions for learning and developing the school as a professional learning community. Identify areas for development.Note: This meeting is intended to be completed in the summer term, and would contribute to the end-column on the Taking stock handout (at end of this booklet). Review and reflect on progress since the last meetingParticipants review the targets they set in their IDPs at the last PDM. Participants discuss with colleagues successesand areas that still need addressing. They record future development and support needs noting whether these areindividual needs or part of a wider issue. Participants review the progress of their class against the curricular targets. Intensifying Support Programme Primary© Crown copyright 2004The professional development meetings (PDMs) in schools The Intensifying Support Programme: Taking stock and evaluating progress The curricular targets are the key focus for raising standards and assessing progress.This meeting may not include setting curricular targets if it is taking place at the end of the summer half-term.standards andprogressResources This section covers identification of curricular targets for the whole class and the targetedgroup for the half-term.targets on which to focus. These will be broken down into small targets for each half-term forShare the focus areas for targets for this half-term.Share with each year group their half-term targets for reading, writing and mathematics forthe class (there should not be more than three targets in all).Lead a discussion around key subject knowledge of targets. Link the points raised to inputfrom the literacy and mathematics coordinator. Lead a year group discussion around teaching the target (when, in which subjects, etc.).Remind staff that they will need to plan to teach the target over the half-term and assessclass progress towards the target so they can share this at the next meeting. Remind staff that the expectation is that the majority of children will achieve these targets tobe working at age-related levels (with some differentiation) to improve progress. Targets willneed to be made explicit in the classroom (see Improving the conditions for learning).Remind staff that in the Foundation Stage children will be involved in making choices aboutthe next steps in their learning linked to their needs and interests.Link targets for this half-term to NLS target statements and NNS key objectivesSee the website www.standards.dfes.gov.uk/primary and CD-ROM and booklet PDM 1 for Primary© Crown copyright 2004Intensifying Support Programme The professional development meetings (PDMs) in schools The Intensifying Support Programme: Taking stock and evaluating progress 3Overview of the four key themes Introduction,These notes are written for guidance only and it is expected that they will be adapted to meetthe schools needs. They are written to be appropriate for the whole school although for theNote: For this PDM it is important that the areas discussed reflect those focused on in schoolover the year. Staff need to refer to their completed Taking stock handout throughout theThe aims of the session are as follows.Evaluate the impact of the programme so far.Identify successes and areas for further development at both an individual and whole-schoolEngage all staff in the process of review and reflection of the school as a professionallearning community.Remind participants about aims of the programme.and learning in the context of the school as a professional learning community. It is based on the cycle of audit and setting targets, action and review. The programme aims todraw together existing good teaching and learning practice in LEAs and schools in order toRemind participants about the four key themes that underpin the programme:raising standards and accelerating progress;improving the quality of teaching and learning;improving the conditions for learning; developing the school as a professional learning community.Refer back to the Introduction booklet for more detail of the themes if necessary.Ask participants to discuss, in pairs or small groups, the following questions.What are the key features of each theme?How have the themes helped the school to raise standards and improve teaching and learning? Intensifying Support Programme Primary© Crown copyright 2004The professional development meetings (PDMs) in schools The Intensifying Support Programme: Taking stock and evaluating progress standards bytowardsprogress for all,progress fortargeted groupsprogress Review the key theme: raising standards and accelerating progress: settingand getting curricular targets Ask participants to look at curricular targets that have been addressed so far during the year,and in year group teams, consider:How have participants prioritised the targets within planning and teaching?What improvements have they seen in childrens learning and attainment in the prioritisedareas?How have they evaluated progress against the targets?Take brief feedback and note points for development on sticky notes or a flipchart. Take brieffeedback and as a group consider: How do the staff think this process should be developed further in the coming year?Identifying the target group and monitoring progress Remind participants that they have identified their target group those children who, for onereason or another, are not achieving as well as they could: the children who can achieve butoften do not. This is the group that teachers have focused on to ensure that these children makeaccelerated progress to catch up with their peers.In year groups discuss the following questions. Have the target groups achieved accelerated rates of progress?How have staff given prioritised attention to the relevant children?How have the intervention programmes contributed to this process?Remind colleagues of the schools systems to track progress. Ask participants to consider someHow have the pupil-tracking systems helped with the monitoring of progress?How often has the school held progress review meetings, and how useful have these been?Use school profiles of attainment against national expectations if they are available. Primary© Crown copyright 2004Intensifying Support Programme The professional development meetings (PDMs) in schools The Intensifying Support Programme: Taking stock and evaluating progress professionallearning Identifying areas for development Return to the Taking stock handout, and ask participants, in pairs or small groups, to discussAsk staff to highlight the following.Which areas they feel they need to develop or address further.Any areas they would like help or support with.Use the handout to discuss and identify any whole-school issues or areas for development.Tell the participants that feedback from this session will be used to inform the end-of-yearevaluation and the focuses for the next RAP. Improving thelearningrepertoire ofeffectivelearningImproving thelearning Improving thelearning Reflect on the key themes: improving teaching and learning, improving the conditionsfor learning and developing the school as a professional learning community Review teaching strategies addressed during previous PDMs:problem solving and investigating.examples of good practice shared in previous PDMs and their IDPs.Remind colleagues that they are building up a repertoire of effective teaching and learningstrategies to use across the curriculum.Ask participants to reflect on any changes they have made to the conditions for learning theclassroom learning environment, the use of additional adults and the use of resources. How have these supported learning? Ask participants to reflect on developing their classroom as a learning community.How are they sharing targets with children and their parents and carers? How are they encouraging the children to reflect on their targets, their work and theirprogress? What has been the impact of this on learning? ResourcesCopies of targets addressed during the year and any completed evaluation evidence including IDPsCopies of pupil-tracking sheets, evaluations of intervention programmes, NLNS Intervention ProgrammeNLNS Coordinators File (Literacy) section on School environment Intensifying Support Programme Primary© Crown copyright 2004The professional development meetings (PDMs) in schools The Intensifying Support Programme: Taking stock and evaluating progress Handout: PDM 6 Taking stock reviewing and reflecting on the first year Setting curricular targetsIdentifying target groupsTracking progress againsttargets Effective use ofintervention programmesTeachers effectively use a problem solving and Classroom environmentssupport learningEffective use of teachingresourcesEffective ways of workingmanaging learningWhat children can achieveis shared with childrenand their carersChildren discuss andevaluate their learning