Assessment, monitoring progress and interventions
This unit examines the purposes of assessment, strategies for monitoring progress, and the effectiveness of small group interventions.
We look at:
- The importance of setting goals for pupils with SLCN
- The purpose of assessment for monitoring and securing pupils’ progress
- How you can use a pupil’s previous achievements as a starting point for setting challenging targets
- Strategies for monitoring progress
- The benefits of small group interventions, and examples of some which have been shown to be effective
- How to implement and evaluate small group interventions
To find out more about the One Step at a Time, Secondary Talk and BLAST programmes referred to in your PDF, select each of the tabs in this resource.
Small group intervention programmes
The aim of this step-by-step programme is to make spoken language teaching in mainstream school classrooms manageable by:
- Concentrating on the spoken language skills that are most critical for educational progress.
- Identifying different types of skill that can be taught one type at a time, one year at a time.
- Breaking these types down into sub-skills that can be taught one skill at a time, one term at a time.
- Ensuring that all skills are taught to all children in a class or group, skill by skill, child by child.
One Step at a Time identifies four types of spoken language skill that are crucial for progress in school:
There are four stages at which these skills are developed over the course of a school year:
- Conversation skills in the nursery year (children aged 3 to 4)
- Listening skills in reception (children aged 4 to 5)
- Narrative skills in Year 1 (children aged 5 to 6)
- Discussion skills in Year 2 (children aged 6 to 7)
Pupils have their language skills assessed and identified using a traffic light system, with green representing no need for intervention:
- At amber, pupils have small group sessions, tailored to their needs, twice a week.
- At red, pupils take part in daily group sessions.
You can find out more about this programme on the Stoke Speaks Out website.
There are a number of resource implications in setting up a small group intervention. Through your school’s SENCO, you may need to make a case for the intervention to the senior leadership team. Find out more by selecting each consideration on this mind map.
You may need to put together an estimate of how much support you’ll need from the school’s budget.
To effectively deliver a specific small group intervention, the staff involved may need prior training and ongoing support. Think about how you can make time, both for yourself and others, to carry this out.
Consider what resources you need to deliver the intervention; if your school has sufficient equipment or learning materials, will these be available at the correct time? Do you require any resources that the school does not currently have?
You may need to look at the timetable for the staff you require to deliver the intervention. Think about how you can arrange cover for them if the intervention is to be delivered outside the classroom.
This mind map shows some of the factors that you’ll need to consider when creating a plan to monitor the progress of pupils in a small group intervention. Select each factor to read more.
Plan for monitoring progress
Before starting the intervention, conduct a test with the pupil to establish their learning requirements.
Make time to check on the progress and effects of the intervention at regular intervals if it is delivered over more than a couple of weeks.
After the intervention is finished, conduct another test to establish the significance of gains made by the pupils.
In the longer term, continue to monitor pupils’ progress and assess whether gains made by pupils as a result of the intervention are sustained.
Select each stage from the graphic to find out more about task 5 of this unit: implementing and evaluating small group interventions.
Task 5: implementing and evaluating small group interventions
- Involve pupils’ teachers
- Baseline data
- Long-term monitoring