HANNAH MCMANUS, SENDCO, WESTERHOPE PRIMARY SCHOOL, UK
WILLIAM GRAY, DEPUTY HEADTEACHER WESTERHOPE PRIMARY SCHOOL, UK
Introduction
It is undeniable that high-quality teaching is crucial in order for all pupils to make progress (Cullen et al., 2020), supplemented with carefully selected, small-group and one-to-one targeted interventions (EEF, 2020b). In our primary school context, following the impact of COVID-19, there were many pupils working behind age-expected levels. Through analysis of data and classroom monitoring, it became evident that the implementation and monitoring of interventions had become a significant priority. It is hoped that this reflection may provide schools in a similar position with a model that they can use and adapt in their settings to further explore the use of evidence-based interventions in overcoming such challenges.
Identifying issues
Following advice from the Education Endowment Foundation’s (EEF, 2019) implementation guidance, we first explored t
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