Recording Interventions

These pages describe how to record an intervention

Recording Interventions

Before putting an ‘intervention’ in place, schools should show evidence that their Wave 1 offer includes:

Teaching which ‘tracks back’ or forwards through relevant frameworks of learning objectives to identify those that are relevant to the child and linked to the work of the whole class;

Teaching which draws on a variety of teaching styles (open and closed tasks, tasks of varying lengths, visual, auditory or kinaesthetic learning, modelling of language for EAL learners) matched to the needs of individuals;

Teaching which builds in access strategies (such as alternatives to written recording, provision of culturally appropriate resources) to overcome real or perceived barriers to learning.

 

This information can also be recorded on the pupil profile.

The Intervention Sheet

Northumberland Provision Management System uses ‘Intervention Sheets’  to record the planning and evaluation of interventions.  Intervention sheets can be used for groups or individuals and for intervention ‘packages’ as well as interventions where specific equipment or teaching strategies are put into place.

The information below expands on the information required on an ‘Intervention Sheet’

Name the intervention

Using the title of Published materials if these are to be used.  This is also be recorded on the Provision Management Software under the appropriate Intervention Code

Lead Person

Name of individual responsible for delivery and monitoring of intervention.  This may be a class teacher or teaching assistant or potentially a staff member from a support service.

Supported by

Name of any others involved in the delivery of the intervention.  This may include outside agencies.

Length of intervention

Interventions should be time limited.  Give the length of the intervention – usually in weeks.

Frequency

State how often the intervention will be used and the length of each ‘session’ if appropriate.

Location

State where the intervention will occur.

Intervention Rationale

Explain why the intervention has been selected.  This should be in relation to the needs of the group but can also highlight the research evidence or theory behind the selected intervention too.

Parents informed

When and how were parents informed.  If parents have not been informed about intervention give reason eg a ‘blanket’ consent has been given.

Expected Outcome

State what difference the intervention is expected to make.  This is the criteria on which the impact of the intervention will be assessed.

National Strategy Objectives may be used here if appropriate.

Pupil Name

Eg John Smith

Date of Birth

Recorded

Year

National Curriculum Year Group.  If a pupil is placed outside their ‘chronological age’ year group it would be useful to know this.

Start of Intervention

Date intervention to start

Summary of Intervention

Give details of the intervention.  More detail will be required when the intervention has been designed specifically for an individual / group.

Please state the name of any published resources to be followed – including detail of sections / stages where possible.

Assessment Methods

State how will the intervention impact be measured, refer to information on 'Review'.  The methods chosen should reflect the objectives of the intervention.  These measures should be made before and after the intervention so progress can be measured.

 

Suggestions of tools that can be used to assess the impact of interventions can be found in ‘How to Measure Impact’ (document to be added shortly)

Baseline Competencies (date of assessment)

For each pupil detail pre intervention skill / knowledge level, refer to results from pre-intervention assessment.

Target Competencies

Detail (ideally SMART) target for each pupil.

Actual competencies at end of intervention

(date of assessment).

For each pupil detail post intervention skill / knowledge level, refer to results from post-intervention assessment.

Evaluation and Progress

For each pupil summarise impact of intervention (as measured by pre and post intervention assessment).  Refer to other factors that may have impacted on the effectiveness of the intervention or on the progress made (see ‘Do’ for examples of other factors that may impact on intervention outcomes)

Further Action

On the basis of the pupils post intervention assessment results, and other factors including observations during the intervention, outline the next steps for each pupil.

The intervention sheet focuses on evaluating the impact of the intervention for individual pupils’ progress.  It is also important to consider the overall effectiveness of the intervention and what has impacted on this.  This will enable decisions to be made about:

- Whether to run the intervention again

- How to alter the intervention before using it again

- Staff training implications – are staff confident and skilled in using the approach

Pupil Profiles

Where a pupil is identified as having Special Educational Needs, or is involved in a number of interventions, it may be appropriate to complete a Pupil Profile.  This can be used to identify the pupils’ needs, targets for the term and highlight interventions that are being used with the pupil.  Intervention sheets can be attached to the profile.

Where a detailed pupil profile, accompanied by the relevant intervention sheets, is used, there is no need for an ‘Individual Education Plan’.  All the information will be presented in these documents.  It is government policy that IEPs are only one method by which schools can plan for pupils with SEN. They are not statutory.  Where schools have arrangements to plan individually for all pupils and record their progress – as will become more common with personalised learning (View the personalised learning framework) – then IEPs become unnecessary.   However, It is still important that the planning is reviewed and parents consulted as if using traditional IEPs.