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Inspiring a love of learning

“Inspiring a love of learning”

‘The lessons and the teachers are really good and I’ve made so many more friends since starting the sixth form’ Emily, Year 12

‘I’ve been able to achieve a level of independence but still rely on the support of staff I know when I’ve needed it’ Beth, Year 13

‘To begin with I was nervous about meeting new people but everyone has been welcoming. The subjects I chose are right for me and the teachers are helpful. Coming here was the right decision’ A new student who started in Yr 12

“I taught in several schools and I was only blessed with sons but I firmly believe that if I had a daughter I would want her to go to this school because I am aware at first hand of the dedication of all of its staff to the care and education of the girls. This school does realise that it is precious cargo that it carries.” A former teacher

Tracking and Intervention

At Key Stage 3 we have 3 data collections per year, one per term. This is the data that is reported to parents through the online reporting system. At this time all staff meet with their department colleagues, Head of Department and Senior Leader Link to discuss the data and proposed intervention. The three levels of intervention are:

Wave 1-teacher driven classroom intervention

This might include changing seating plans, differentiating work, reviewing key learning, contacting home, increased frequency of monitoring of individuals, targeted questioning to challenge or support during teaching, changes in types of task and explanations, etc

Wave 2-Head of Department driven intervention

This might include set changes, contact with home, support classes, monitoring reports, praise systems, etc

Wave 3- Senior Leader intervention                           

This might include contact home, monitoring reports, praise systems, mentoring, bespoke interventions to suit individual needs, etc

 

In addition to whole school tracking, departments use Common Assessment Tasks to assess progress. Moderation regularly takes place and suitable interventions put in place throughout each cycle and not just after the main data collection.

 The majority of intervention takes pace as a result of the Wave 1 intervention that the teacher does on a daily basis. This is part of the everyday good practice to assess progress and adapt teaching in response.

 

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