Version 1.3 Final July 2026 Intervention efficacy – big picture
High-quality intervention is one of the most powerful levers for closing attainment gaps, particularly for pupils with SEND. When interventions are evidence-based, consistently delivered, and properly monitored, they accelerate progress in ways that whole-class teaching alone cannot achieve. Equally important is the professional dialogue between class teachers and Learning Support Practitioners (LSPs): teachers need to understand what is being delivered and why, so that classroom practice reinforces rather than contradicts intervention strategies. A shared understanding of approaches such as multisensory learning ensures that pupils — especially those with SEND — experience a coherent, joined-up curriculum rather than fragmented support.
Intervention efficacy
All LSPs delivering interventions will follow an agreed best-practice framework that includes: clear session objectives linked to pupil targets, use of evidence-based strategies (including multisensory approaches), and structured notes. Teachers will be able to articulate what interventions their SEND pupils receive, the methodology used, and how they are reinforcing this within class. Refine the intervention offer and staff expertise list for effective support across all phases.
Termly pupil progress data shows that at least 80% of SEND pupils receiving intervention make accelerated progress (i.e. progress at a faster rate than their baseline trajectory) Learning walks and coaching conversations (minimum one per term per LSP) evidence consistent use of agreed strategies, including multisensory techniques
CPD sessions will be provided in Autumn 1 to upskill LSPs in intervention delivery quality and multisensory approaches. Resources, training, and protected time will be allocated within existing staffing and budget. The approach builds on existing good practice rather than wholesale change, focusing on embedding consistency and strengthening professional dialogue.
By Dec 2026
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