Interventions in education will help to address any gaps in a student’s learning, improve their progress and attainment, and help them overcome any barriers to leaning.
There are
three waves of intervention:
Wave 1: Inclusive quality teaching first
The
available evidence indicates that quality teaching is the most important thing
to improve students’ attainment, particularly the most disadvantaged students.
Quality teaching will develop knowledge and skills, will lay firm foundations
for later learning, and ensure long-term retention of knowledge and fluency in
key skills.
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| The best intervention is great teaching in the classroom. |
- Cognitive strategies (Developing the thinking skills that will make students strategic, flexible learners. e.g. memorisation techniques, methods to solve problems).
- Metacognition and self-regulation strategies (empower students to think about their own thinking, ‘learning to learn'.
- Feedback
- Outside the classroom: Homework.
The impact of homework on learning is consistently positive especially in secondary schools (leading to on average five months’ additional progress). Homework is most effective when used as a short and focused intervention and when it is an integral part of learning, rather than an add-on.
Wave 2: Additional interventions to enable
students to work at age related expectations
Some pupils
may require additional support alongside high-quality teaching in order to make
good progress that will take place outside the normal classroom. The
interventions will help close the knowledge and skills gaps, so pupils are expected
to “catch-up” with their peers and as a result and are able to work effectively at
their Key Stage level.
 |
| In the second wave interventions are designed to help students fill gaps in learning enabling them to make rapid progress. These interventions usually have an academic focus. |
- Small group support
- Focused numeracy and literacy sessions
- Mentoring
- Peer mentoring
- EAL Support
- Parental engagement
- Short-term: ideally less than a term
- Intensive: with three or more sessions a week rather than one and short in length 20 to 50 minutes
- Focused: on
specific aspects of learning rather than generic topics.
- Tailored: Assessment should informed of the gaps and interventions need to be tailored to the needs of the pupils to address these gaps
Clear outcome:
Wave 2 interventions should be precisely targeted with measurable outcome, and be clear about what success will look like for example raising attainment, expediting progress in a particular aspect of subject knowledge or skill, improving attendance, improving behaviour, reducing exclusions, improving parental engagement and so on.
Evaluating impact:
Then the impact of wave 2 interventions should be clearly monitored, and changes should be made when interventions are proven to be ineffective.
Wave 3: Highly personalised interventions
Additional intervention and
provision are needed to enhance the progress of identified children where
stages 1 and 2 are not, on their own, having the desired effect.
These can include:
- personalised workshops
- alternative provision
- reduced timetable
- external support
With wave 3 interventions schools evaluate their strategies
and determine which practices and interventions are effective in their own
contexts.
Further Reading:
- To address underachieving groups, teach everyone better - Tom Sherrington
- 5 steps to effective interventions - Provision Map
- Effective Interventions in Education: Types and Examples
- General and targeted interventions - SecED
Sandrine Florand - Assistant Headteacher
You can follow Sandrine on twitter @sandrinflorand
