| Aberdeen City Council |
|
| Strategy |
| There are 3 main strands to
the strategy adopted in Aberdeen City. |
- The introduction of baseline assessment on entry to school
and assessment at the end of primary 1.
- The deployment of classroom assistants in schools serving
areas of severe deprivation.
- The development of intervention strategies in Area School
Groups on a phased basis.
|
| |
| Scope |
- Primary.1 pupils (2,345) in all Aberdeen schools have been
assessed on entry to school and at the end of their first year of schooling.
- Classroom assistants are engaged in 17 schools.
- One third of City schools are involved in developing
intervention strategies each year over the period of the project. At the end of 3 years,
all primary schools will have formulated and actioned plans to engage in specific
interventions appropriate to their own identified needs.
|
| |
| Achievement and Emerging Lessons
|
| Baseline assessment has enabled
teachers to evaluate pupil performance and focus attention on how improvement can be
achieved. |
| Teachers have been released to:
|
- work on new methods of teaching literacy and numeracy;
- extend existing approaches;
- examine different approaches;
- attend appropriate in-service and other staff development
activities.
|
| Early Intervention has created
an exciting and positive climate for change, allowed teachers opportunities to talk to
each other about their practices within and between schools and allowed high quality,
research based training for teachers. |
| There are signs of success
already. For example, in one school children have developed writing skills they would not
normally have achieved until primary 3. |
| |
| Local Views |
| "Early Intervention has
allowed time to sharply focus on existing practice, match that to advice on enhanced
performance - and move on". (Headteacher) |
| "Being given the
opportunity to engage in a high level of in-service training has greatly boosted the
morale of teachers." (Headteacher) |
