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What is Wave 3?

Wave 3 is a feature of the Primary National Strategy “Waves” model.  It is focused on enabling children with difficulties in literacy and/or mathematics to reach at least national curriculum level 1 at the end of KS1 and level 3 at the end of KS2 in English and Maths.

• Wave 1 = involvement of all children in a high quality literacy hour and daily mathematics lesson
• Wave 2 = NLS/NNS catch-up interventions for children working just below age-related expectations (eg ELS/ALS/FLS, Springboard Maths)
• Wave 3 = targeted, individualised intervention for children who are working well below age-related expectations in literacy and/or mathematics – to accelerate progress.

A consistent message of effective practice is that high quality Wave 1 and Wave 2 provision is instrumental to effecting high achievement for all children, and can be preventative of the need for Wave 3 provision.

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When is the use of Wave 3 intervention appropriate?

• Not all children with special educational needs will require Wave 3 provision (eg pupils with Social Emotional Behavioural difficulties who are working at age-related expectations or where Wave 2 provision would be more appropriate). 
• Wave 3 literacy intervention may/may not be appropriate for children with complex special educational needs who, for example, could be working within the P scales throughout their primary education.  Discussion with external professionals will support decision making in such instances.  High quality Wave 1 literacy provision will be appropriate.
• Low-attaining pupils who do not have special educational needs  (such as traveller, gypsy-roma, looked after children) may benefit from Wave 2 and/or Wave 3 provision.
• Advice should be sought from external professionals regarding the use of Wave 3 interventions for low-attaining pupils who are at the early stages of acquisition in speaking English as a second language.
• NB Wave 1 quality first teaching is essential for all children regardless of the use of other interventions and provision.  Children will not make accelerated progress through the use of Wave 3 intervention only.

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Interventions

Mathematics

• Wave 3 Literacy Intervention materials

Literacy

• Wave 3 Literacy Intervention materials

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 Achievement & Standards

Wave 3 is focused on achievement for low attainers and reducing the

• % of children achieving below Level 3 in English and Maths at the end of KS2 and
• % of children achieving below Levels 1 and 2 at the end of KS1 in Reading, Writing and Maths.

Schools will be able to compare the achievement and standards data of their own school with a range of comparative national and local data. 

National and Hertfordshire data: Comparison 2002-2005 below Level 3

• Word 2003, 107kb/2 pages, 19/07/2006, nat_herts data comprsn 02-05.doc

The following benchmarking achievement data is recommended by Ofsted:

“Supporting criteria for achievement:

•  At least 80 % of pupils make the nationally expected gains of two levels or more at KS2
• Pupils withdrawn for substantial literacy support make on average double the normal rate of progress”

Reviewing the progress of individual children is an essential component of a school`s action to raise the achievement of low attainers.  The following list of contextual information will support an evaluation of progress, identification of barriers to achievement and the provision made by a school to overcome these.

• Powerpoint 2003, 172kb/1 slide, 19/07/2006, pupil attributes.ppt

The following guidance doc supports a review of individual children`s progress against a range of measures – national curriculum levels, book bands, reading ages.

• Word 2003, 68.5kb/2 pages, 19/07/2006, ks1-2 levels_bk_bnds.doc

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Publications

Targeting support: choosing and implementing interventions for children with significant literacy difficulties. Download from:

• www.standards.dfes.gov.uk/primary/publications/literacy/63437/

The following can be ordered through DfES publications (tel: 0845 60 222 60)

• Supporting pupils with SEN in the literacy hour (DfES 0101/2000)
• Including all children in the literacy hour and daily maths lesson, a management guide (DfES 0465/2002)
• Supporting children with gaps in their mathematical understanding – Wave 3 mathematics – teaching and learning resource (DfES 1168-2005 G)
• What works for children with mathematical difficulties? (DfES research report 554). Download from:
  • www.dcsf.gov.uk/research
• Using models and images to support mathematics teaching and learning in Years 1 to 3 (DfES 0508-2003 GCD)
• Guidance to support pupils with specific needs in the daily mathematics lesson (DfES 0545/2001)
• SENCo Training Pack (Numeracy) (DfES 0256/2002) 
• Learning and Teaching for Children with Special Educational Needs in the Primary School - DVD (DfES0320-2004G DVD)
• Speaking, Listening, Learning: working with children who have special educational needs  (DfES 1187-2005 CDI G)

See also Hertfordshire guidance documents (on Inclusion/SEN site)

• Guidelines for the Early Identification of Specific Literacy Difficulties
• Developing Dyslexia Friendly Schools guidance
• Specific Numeracy Difficulties

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Self-Evaluation & Review

The attached proforma will support self-evaluation of the school`s work on Wave 3, achievement for low attainers in literacy.  The information gathered can be used to support the school`s SEF, subject leader/SENCo self-evaluation, provision mapping and action planning.  This can be used on an annual basis to review progress.  An exemplar action planning proforma is also attached.

• Word 2003, 92.5kb/9 pages, 19/07/2006, SSE Wave 3 proforma 05-06 Lity.doc
• Word 2003, 45kb/2 pages, 19/07/2006, action plan proforma W3.doc
• Word 2003, 32kb, 19/07/2006, action plan proforma W3 - example.doc

Criterial for Schools, SENCos and Teachers in Relation to Raising Attainment in Literacy for Children with Special Educational Needs.

• Word 2003, 32kb, 19/07/2006, sse_school_criteria_w3.doc

Gathering information from teachers, teaching assistants, pupils and parents will support school self-evaluation and action planning. 

• Word 2003, 34.5kb, 19/07/2006, literacy questre CT&TA W3.doc
• Word 2003, 37.5kb, 19/07/2006, literacy questre pupil W3.doc
• Word 2003, 36.0kb, 19/07/2006, literacy questre parent W3.doc

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Provision Mapping

Integral to a school`s work on maximising achievement for under-performing pupils in literacy and mathematics is the strategic management of Wave 2 and Wave 3 provision.  Provision mapping is a way of ensuring that provision is deployed transparently and consistently across the school and provides a clear picture of the school`s approach to tackling under-performance and best-value use of resources.  

The following document provides an example of how a school might draw up a provision map showing the Wave 2 and Wave 3 provision made for individual children across each year group.  This can be adapted according to provision made and individual children`s names added.

• Word 2003, 43.0kb/2 pages provision map eg wave 2&3 herts.doc

A case study of an individual child and her experience of literacy intervention through the school is available on the Primary Strategy website – publication “Leading on Inclusion”. 
See link below and look for handout 3.3

• www.standards.dfes.gov.uk primary publications inclusion - pns_lead_incl118305plan_ho.pdf 

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