Do
Any modifications, strategies and interventions are informed by the assessment carried out in order to address the specific areas of need and could include:
Support in the classroom - Curriculum Access
Curriculum Content:
- The curriculum needs to be individually differentiated in line with the young person’s skills levels, in some or more areas.
- Young people may need individual learning outcomes in some or more areas.
- Teachers need to ensure there is adequate intellectual challenge and stimulation in all lessons (this is particularly relevant for children/young people with higher cognitive skills and lower literacy skills).
- Inconsistent performance is understood by staff to indicate that skills have not been mastered and more skill practice is needed in order to improve the accuracy and/or fluency of the skill.
Curriculum Delivery:
The following adaptations to teaching may be needed:
- Pre-tutoring of useful vocabulary and key concepts.
- Regular reinforcement of instructions.
- Personalised feedback given on learning – both teacher-led and peer-led.
- Assistive technology.
- Flexibility within the timetable to allow for interventions to be implemented.
- Where teaching assistants are used to supplement the teacher's planning and delivery, the teacher remains accountable for the young person’s learning at all times, e.g. Making best use of teaching assistants EEF.
- Resources to assist with accessing the written word lesson such as reading pens or a reader.
- Resources to assist with recording work such as a scribe, use of IT, Dictaphone, talking tins.
Specific Intervention – skill development
Evidence-based principles of effective teaching and learning underpin any intervention and include:
- Assessing accuracy and fluency levels of a targeted skill.
- Structured teaching in line with the Instructional Hierarchy.
- Daily structured teaching of one skill at a time.
- All new learning is made explicit.
- Distributed practice (i.e. short frequent teaching sessions that incorporate daily opportunities to practice identified skills).
- Teaching of the most useful and transferable skills.
- Teaching skills in different contexts to increase generalisation.
- Use of direct instruction to explicitly teach targeted skills (Warwickshire EPS Accelerating Reading Skills Webinars provides an example of using direct instruction to improve skills in this area).
- Learning is interleaved (new learning is explicitly mixed with old learning to aid understanding and minimise forgetting).
- The young person understands the purpose of any interventions and are fully informed about their progress.
Further research information regarding effective evidence-based interventions can be found in:
- Teaching and Learning Toolkit: An accessible summary of the international evidence on teaching 5-16 year olds. Education Endowment Foundation.
- Visible Learning: Influences and Effect Sizes Related to Student Achievement. John Hattie.
Further information regarding evidence-based literacy interventions can be found in:
Further information regarding evidence-based maths interventions can be found in:
Further information regarding strategies for SEND can be found in:
Further information regarding co-operative learning can be found in:
Recording intervention
- Ongoing records should be kept of all interventions being delivered, including:
- The frequency of delivery,
- The level of the young person’s engagement
- The impact on progress.
- This record should be available to be reviewed at regular intervals.
- The evidence of impact and the level of the young person's engagement with tasks needs to be accurately recorded over time to inform decisions about whether chosen interventions promote and maintain effective curriculum access.