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Intervention

Interventions at Egerton

 

Hello, I’m Josie Fuller. I teach English and oversee Interventions and Progress here at Egerton. I am passionate about helping young people develop their confidence and skills so that they can learn effectively and achieve their very best. Outside of teaching, I love to surf, go to yoga, and read! My favourite books include The Kiterunner by Khaled Hosseini, Homegoing by Ya Gyasi, and Frankenstein by Mary Shelley. I also enjoy travelling and have spent time teaching abroad. 

 

I am thrilled to have joined Egerton High School, an inclusive, caring, supportive school that believes in creative pedagogy and high expectations for all. We are passionate about all our learners making progress and achieving their very best. We recognise that the foundation for progress is outstanding teaching & learning in all lessons, and we also offer bespoke interventions to individual students who we have identified as benefitting from extra academic support. At Egerton, we believe that we are all equally valuable in our individuality. Therefore, our intervention is tailored to the needs of individual students or small groups; for example, some students will benefit from phonics, guided reading, handwriting practice, or basic numeracy skills; others may need some extra instruction in responding to the demands of a specific GCSE question or questions. We take  a research-based approach to our interventions and use the Education Endowment Foundation (EEF) to inform our practice.  

Example Work

Some fantastic progress made by one of our Year 9 students. Examples of before and after writing intervention.

Some fantastic progress made by one of our Year 9 students. Examples of before and after writing intervention. 1 Before Intervention
Some fantastic progress made by one of our Year 9 students. Examples of before and after writing intervention. 2 Before Intervention
Picture 1 After Intervention

Two of our Year 7 students worked really hard to craft some of their own descriptive sentences. We used David Didau's 'Slow Writing' technique and focused on improving our vocabulary and sentence openers. We also experimented with changing the tone of our sentences. 

 

In the distance, I saw a utopia. A golden light shone and glistened on the surface of an elegant castle.

Later that evening, the sky went ominous and as black as tar.

 

-Year 7 Student

 

In the distance, I saw a very beautiful golden light which glittered and sparkled. As I moved closer, I heard the deafening ocean waves ferociously banging against the rocks. The sea was thunderous and ominous.

 

-Year 7 Student

 

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