Impact Journal Logo

Reflections on interventions

Written by: Hannah McManus and William Gray
4 min read
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

Join us or sign in now to view the rest of this page

You're viewing this site as a guest, which only allows you to view a limited amount of content.

To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for NQTs) or log in if you're already a member.

    0 0 votes
    Please Rate this content
    Notify of
    Inline Feedbacks
    View all comments

    From this issue

    Impact Articles on the same themes

    Author(s): Bill Lucas