One to one intervention to classroom practice
It is important to ensure that any specific intervention skills taught in a one to one setting outside of the classroom is applied within the classroom. Pupils will often compartmentalise learning and not transfer it from one situation to another.
I have called this technique of 15/5 and I have found that it makes the best use of scarce LSA time, provides a contact for LSA and teacher to discuss the application of the skills taught and supports the pupil in applying those skills within their wider learning.
Once one to one intervention has been completed the LSA devises a 'check in' with the pupil based on the skills for learning which have been taught in the intervention. The pupil and LSA RAG the pupil's timetable to identify lessons which are most vulnerable to underachievement.The LSA takes the pupi l to the identified lesson having previously discussed the skills learned in the intervention with the class teacher. The LSA 'checks in' the pupil, remains in the lesson for 15 minutes and then returns at the end to 'check out' the pupil for the final 5 minutes to ensure smooth transition to the next lesson.
The impact has been a reduction in poor behaviour choices in lessons, better attainment for the pupil who is more successful in the lesson and improved differentiation of learning.
It also empowers the pupil in their own graduated learning cycle.