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we use the hour set at the begining of the semester to "target" different students for intervention. This can include but not limited to: Lab support, topic revision, progress test support, lack of engagment support.

We have seen good improvements when using this. Benefit is it already set as support, its timely based on real time data, it has a greater impact as it is focused.

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Sometimes picking up students is too slow. 

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Sometimes picking up students is too slow. 

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Due to the short nature of our courses it is difficult to gather enough data/evidence to plan effective intervetion (academic)

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We have refined the process to identify the student most "At Risk" and I do believe that we are capturing those that require intervention most urgently. It is rare that a teacher flags a student that we are not meeting/actioning

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We often action things at the Cross Team Panel (or similar) but feeding back to the staff about what we have done is often difficult which leads to a lack of trust in the process where staff do not see any follow up on their concerns

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AA's do not meet the students as often as previous years meaning that any actions put in place following the RPAG tutorial may not be followed up until it is too late

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The uptake on the sessions we organise is often limited and not always the students that we need to target (have to invite everyone for parity of experience). How do we improve engagement with support?

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This is working well; across SET and Academic Teams; tweaks have been done and last term worked efficiently.

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We did instigate this at the beginning of the new academic year; we need to review and see if we can use again where appropriate.

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Summary of discussion in Academic Skills Team meeting

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Summary of discussion in Academic Skills Team meeting

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We asked 3 questions:

1. For students who did not achieve their progression requirements for our modules, what do you think the main reasons were?

2. What have we been doing already to support students who are not on track?

3. What else could we do in terms of early intervention?

The responses are summarised on the spreadsheet above, with a separate tab for each question.

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Academic Skills Team - Interventions Comments

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Students are often asking for extra help with an individual subject as they feel their skills are weak and can't develop on their own but we have no where to direct them - some teachers are doing this in their own time on an adhoc basis but need this to be more formalised for all students who need it

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Teachers need to adapt their lessons to the students in front of them - having a diagnosis of an SEN is sometimes useful but doesn't change what a teacher needs to do to adapt - if teachers get to know their students and plan their lessons according to the needs of the students in front of them then it will go a long way in helping students.   Also look at resources - do the powerpoints lend themselves to 30 min of teacher talk introducing topics - could this be broken down into smaller sections?  Most people are unable to focus for more than 20 minutes so introducing lots of new information in that time without giving time for students to process isn't helpful

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Students need to be given direction and support on which modules they should focus on to improve.

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This is a really great initiative and seems to work very well . The tracking of students seems to be v effective and the welfare/academic issues are dealt with

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Requesting students to post questions in advance

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Requesting students to post questions in advance

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We have tried sharing a padlet with students attending the session and requested them to post questions. The padlet had sections on the content, feedback, guidelines, marking criteria...  which can be then answered during and after the sessions (if required).
It worked, but not everyone participated.
SSH (Andira)

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Students do not attend and also if they do, they do not review in advance their feedback.
SSH (Andira)