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Intervention
Intervention
Schools should focus on improvements to core classroom teaching that support all children in the class. With this in place, the need for catch up intervention should decrease. Nevertheless, some high-quality, structured intervention may still be required for some pupils to make progress. Selection of the intervention should be guided by effective assessment of pupils’ individual strengths and weaknesses.
Guidance
Interventions should happen early, both because numerical difficulties can affect performance in other areas of the curriculum, and in order to reduce the risk of children developing negative attitudes and anxiety about numeracy and mathematics.
Interventions should include explicit and systematic teaching. This should include providing models of proficient problem solving, verbalization of thought processes, guided practice, corrective feedback, and frequent cumulative review.
Effective implementation is essential to success. Interventions require careful planning and use of school resources, including staff. The best designed programme will not work if teaching staff are unavailable, excessively overburdened, or not adequately trained to deliver the programme.
Ensure that connections are made between intervention and whole-class instruction. Interventions are often quite separate from classroom activities. The key is to ensure that learning in interventions is consistent with, and extends, work inside the classroom and that pupils understand the links between them.
Interventions programmes – evidence review
Interventions programmes – evidence review
Researchers from the Collaborative Institute for Education Research, Evidence and Impact (CIEREI), Bangor University, and the Centre for Educational Development, Appraisal and Research (CEDAR), University of Warwick, have worked with GwE to review and collate the evidence and information currently available for a range of academic and well-being teaching programmes. We have presented the findings according to four key areas; behaviour and well-being programmes; literacy programmes; numeracy programmes; and online literacy and numeracy programmes. The findings presented in these four reviews should be interpreted alongside the frequently asked questions document published below.
Making Best Use of Teaching Assistants
Guidance to help primary and secondary schools make the best use of TAs
Interventions programmes evidence review
Important considerations
How effective is the intervention program at ensuring that pupils make good progress?
How well is information about pupils’ skills and progress shared between staff?
How do staff adapt teaching and learning strategies for pupils receiving intervention and what is the quality of the training that teaching assistants delivering the intervention programme receive?
How well assessment is used to inform decisions about whether pupils remain in support programmes or no longer need intervention work?
How do you ensures that classroom teachers are aware of the teaching and learning strategies and the resources used in the intervention programmes?
What strategies do you use to ensure teachers are confidently using similar strategies and resources in their lessons?
Resources
A set of basic skills practice resources, suitable to use across the 3-16 continuum of learning.
SAFMEDS resources, supporting materials and guidance. Suitable to use across the 3-16 continuum of learning.
The Maths Tutor App
Online resources to develop numerical reasoning.
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