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Maths: Provision and Intervention

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oap-provision

Provision

  • High-quality teaching, for example repetition and overlearning of key concepts.
  • Adjust the level of challenge and adapt the curriculum content.
  • All teaching and learning takes place in the context of Accessible Classrooms approaches.
  • Pre-teach, for example, the provision of a Teaching Assistant to help prepare the child or young person (CYP) for the new topic.
  • All provisions are linked closely to the school’s graduated approach - Asses, Plan, Do, Review.
  • Check vision and hearing.
  • Check pupils’ reading skills and refer to reading strategies if appropriate.

Intervention

Consider the principle of effective maths intervention:

Use learning disabilities ‘(LDs) in Mathematics: Evidence-Based Interventions, Strategies, and Resources’.

Ensure interventions are evidence-based.

  • Individual programmes or interventions are planned and overseen by class teachers (based on advice from SENCO where needed).
  • Interventions are short and structured and regular (three sessions of 15 minutes are likely to have more impact than one 45-minute session).
  • Interventions are used in addition to High-Quality Teaching within the classroom.
  • Interventions are linked to what is happening in the classroom. Resources to be used in both the intervention and in the classroom.
  • Interventions are linked to EHCP outcomes and Assess, Plan, Do Review.
  • Interventions are shared and discussed with the class team.
  • Interventions include pre- and post-attainment data. The exit point of the intervention should be clearly defined.
  • Training is given where needed to deliver, e.g., Success at Arithmetic and First Class at Number.

Skills-based interventions are closely matched to areas of need and their impact is carefully monitored according to the following solution focussed principles:

  • If what you are doing is working, continue until the purpose of the intervention has been achieved.
  • If what you are doing is not working (and you are sure you are doing it properly), stop it and do something else.

SEND Code of Practice 6.36

‘Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff.’

Glossary

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