What do we mean by an intervention?

An intervention is a planned, targeted action designed to remove barriers to learning and support learners to make measurable progress. Effective interventions are:

• Proportionate – matched to learner need

• Time-limited – reviewed regularly

• Evidence-informed – based on what we know improves learning

• Relational – built on trust, high expectations, and belief

Interventions are most effective when they complement high-quality classroom teaching, not replace it. They work best when staff are clear about why the intervention is needed, what success looks like, and how impact will be measured.

Effective interventions are planned, relational, and reviewed. The key question is not “What are we doing?” but:

“What difference is this making for this learner?”

When interventions are aligned with high-quality teaching, clear expectations, and strong relationships, they can be transformative.

What this means for staff

• Identifying precise gaps in knowledge, skills, or study habits

• Agreeing small, focused targets with the learner

• Revisiting targets regularly and adapting as needed

• Ensuring targets are actionable and measurable

Examples of how this could be undertaken

• One-to-one discussion to identify barriers and priorities

• Targets linked to assessment criteria or skills (e.g. “use evidence to justify answers”)

• Written target plans reviewed fortnightly

• Learner reflection on progress towards targets

Measuring effectiveness

• Improved performance in targeted assessment areas

• Learner ability to articulate next steps

• Increased engagement and task completion

• Teacher judgement over time

Useful resources

• EEF – Setting Goals and Targets
  https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/setting-goals

• Video: Student Goal Setting in Practice
  https://www.youtube.com/watch?v=GfF5c8RZ0xg

What this means for staff

• Curating high-quality, relevant digital resources

• Teaching learners how to use online support effectively

• Ensuring online tools align with classroom learning

• Monitoring engagement rather than assuming use

Examples of how this could be undertaken

• Directed use of subject-specific video tutorials

• Online quizzes for retrieval and practice

• Recorded explanations for key concepts

• Structured homework linked to digital platforms

Measuring effectiveness

• Improved confidence and accuracy in class

• Increased completion and quality of independent work

• Assessment outcomes linked to online practice

• Learner feedback on usefulness

Useful resources

• BBC Bitesize
  https://www.bbc.co.uk/bitesize

• SQA Study Support
  https://www.sqa.org.uk/sqa/70972.html

• Video: Using Technology to Support Learning
  https://www.youtube.com/watch?v=ZfDkLkQmJkE

What this means for staff

• Communicating clearly and positively

• Sharing specific, practical ways families can help

• Ensuring communication is accessible and timely

• Building trust through consistency

Examples of how this could be undertaken

• Targeted phone calls or meetings focused on learning strategies

• Sharing revision guidance or study checklists

• Online information sessions or newsletters

• Celebrating progress as well as concerns

Measuring effectiveness

• Improved attendance and engagement

• Increased completion of home learning

• Learner confidence and motivation

• Quality of dialogue with families

Useful resources

• EEF – Working with Parents to Support Learning
  https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/working-with-parents

• Video: Supporting Learning at Home
  https://www.youtube.com/watch?v=3vXnPjXj3Wk

What this means for staff

• Careful selection of learners and focus areas

• Clear communication about purpose and duration

• Maintaining connection to class learning

• Avoiding over-reliance on removal from lessons

Examples of how this could be undertaken

• Short-term withdrawal for targeted skill development

• Small-group sessions focused on core concepts

• Timetabled intervention blocks

• Reintegration with follow-up support

Measuring effectiveness

• Pre- and post-intervention assessments

• Learner confidence and independence

• Transfer of skills back into class

• Teacher observation and feedback

Useful resources

• EEF – Small Group Tuition
  https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/small-group-tuition

• Video: Targeted Support in Secondary Schools
  https://www.youtube.com/watch?v=R9FzG2Yt6eQ

What this means for staff

• Building consistent, trusting relationships

• Supporting goal-setting and reflection

• Acting as advocate and coach

• Maintaining high expectations

Examples of how this could be undertaken

• Regular mentoring check-ins

• Review of progress and barriers

• Support with organisation and study habits

• Linking learners to wider support

Measuring effectiveness

• Improved engagement and attendance

• Learner self-confidence and resilience

• Progress towards agreed goals

• Sustained improvement over time

Useful resources

• Mentoring in Schools – EEF
  https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/mentoring

• Video: Effective School Mentoring
  https://www.youtube.com/watch?v=VjX7c0c0ZzY

What this means for staff

• Breaking down assessment criteria

• Modelling high-quality responses

• Supporting planning and structure

• Giving timely, focused feedback

Examples of how this could be undertaken

• Assignment workshops or clinics

• Guided planning sessions

• Use of exemplars and checklists

• Structured drafting and feedback

Measuring effectiveness

• Improved assignment grades

• Reduced non-submission

• Learner confidence in assessment tasks

• Quality of independent work

Useful resources

• SQA Coursework Support
  https://www.sqa.org.uk/sqa/70972.html

• Video: Supporting Learners with Assignments
  https://www.youtube.com/watch?v=1vZxYkH9qXk

What this means for staff

• Teaching how to interpret questions

• Developing exam technique explicitly

• Identifying patterns of error

• Practising under timed conditions

Examples of how this could be undertaken

• Question-by-question walkthroughs

• Command word analysis

• Timed practice with feedback

• Error analysis and reflection

Measuring effectiveness

• Improved marks in practice papers

• Reduced exam-technique errors

• Learner confidence under timed conditions

• Consistency across assessments

Useful resources

• SQA Past Papers
  https://www.sqa.org.uk/pastpapers

• Video: Exam Technique Explained
  https://www.youtube.com/watch?v=4vZpYxN6zLQ

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