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.
