Leading on Intervention: Taking action and reviewing progress
Making sure that children's experience is coherent
Some children will be involved in a number of different interventions in any one school year, or over a period of several years. Unless these interventions are carefully managed, there is a risk that their learning may become fragmented as they enter a cycle of withdrawal from one lesson after another, with little attention paid to the coherence of learning opportunities available to them over the day, week, term or school year.
The attached 'cautionary tale' illustrates what can happen when no one is monitoring children's overall experience of the curriculum.
You might want to ask colleagues to monitor carefully the experience of a target child in their class over a typical day, over a week and over a term.
If this shows that children's experience of learning is likely to be fragmented, you may want to review the way your provision map is being implemented.
This might mean considering:
- how information about individual children and their learning is shared between the different professionals managing or delivering interventions
- whether the timings of interventions need to be changed over the school year and/or within the school day
- whether some interventions might be offered before or after school as part of extended schools provision
- how some interventions might be built in to teachers' planning for the whole class – taking place within the lesson as planned groupwork with the teacher or a teaching assistant (TA), for example, rather than as additional sessions.