Interventions
At Cornelius Vermuyden, we believe that every child should have the support they need to achieve their potential. We recognise that, at different points in their education, some pupils may need additional support to help them make progress, overcome a particular barrier or develop specific skills. We call this support intervention.
What is an intervention?
An intervention is additional, targeted support provided to a pupil or a small group of pupils where a specific need or barrier to learning has been identified.
Interventions are designed to complement the high-quality teaching pupils receive in lessons. They are focused, purposeful and usually take place for a defined period of time.
An intervention might be used to:
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address gaps in knowledge or understanding
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improve literacy, reading or numeracy
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provide additional support in a particular subject
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support pupils with SEND
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help pupils catch up following absence or disrupted learning
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prepare pupils for examinations
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develop study, organisation or independent learning skills
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support attendance, engagement, behaviour or wellbeing
How do we identify pupils who need additional support?
We use a range of information to identify where intervention may be needed. This includes assessment information, reading and literacy assessments, attendance, classroom performance, teacher feedback, SEND information and our knowledge of the individual pupil.
We consider not only what a pupil may be finding difficult, but also why. This helps us ensure that the support provided responds to the identified barrier rather than simply providing more of the same.
What interventions do we provide?
The support provided will depend on the needs of the individual pupil. At Cornelius, interventions may include:
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targeted literacy and reading support
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Thinking Reading
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targeted numeracy support
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subject-specific intervention
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GCSE revision and examination preparation
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small-group teaching
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one-to-one support where appropriate
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SEND interventions and targeted provision
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attendance and pastoral support
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mentoring and support with organisation, study skills and independent learning
Some interventions take place during the school day, while others may be offered before school, after school or at particular points during the academic year.
Monitoring impact
Intervention should make a difference.
We monitor pupils' participation, progress and outcomes to evaluate whether the support is having the intended impact. Where appropriate, assessment information, reading ages, attendance, work in lessons and teacher feedback are used to review progress.
Interventions may be adapted, continued or brought to an end depending on the pupil's progress and changing needs.
Our aim is always to help pupils develop the knowledge, skills and confidence they need to succeed increasingly independently in the classroom.
Working with families
Where a pupil is receiving significant or ongoing additional support, we aim to work in partnership with parents and carers.
If you have concerns about your child's progress or believe they may need additional support, please contact their Form Tutor, Head of Year or relevant subject teacher in the first instance.
