Oxford Gardens Primary School
Accelerated progress through tracking, targeted interventions and increased pupil/teacher ratio.
What problems were in your school and how did you identify them?
Many pupils start school with very low starting points and parents who are disengaged with the education system, which was affecting their attitude towards learning and rates of progress.
What actions did you take?
We identified a need for more personalised learning and targeted interventions for pupils with barriers to learning. The most successful way of delivering this was with teachers that already have a good relationship with the pupils, and know the pupils' strengths and weaknesses.
We achieved this by introducing the 3-teacher model - we are a 2-form entry school with three teachers per year group. This model enables us to teach core subjects in smaller class sizes and have regular intervention groups, run by teachers that directly target the pupils’ needs. 6 weekly pupil-progress meetings are held. Pupils identified as not making sufficient progress are closely tracked and monitored interventions are put in place.
What were the outcomes?
The 3-teacher model has brought vast improvements in attainment and progress. Progress at KS2 is significantly above the national average.
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