Our Approach to Intervention – Identifying Needs, Removing Barriers and Making a Difference

At Haslam Park Primary School, intervention is not simply an additional programme or a session outside the classroom. It is everything we do, deliberately and proactively, to respond when a child needs something more or something different to succeed.

Our school context makes this particularly important. We serve a community with significant levels of socio-economic disadvantage, high numbers of pupils with special educational needs and/or disabilities (SEND), children with English as an additional language (EAL), considerable pupil mobility and children who are looked after (CLA).

We recognise that pupils may face very different barriers to learning, participation and wellbeing. Our context never lowers our expectations; it strengthens our determination to identify needs early, respond effectively and ensure that children's starting points do not define their end points.

Our approach to intervention is broad, responsive and rooted in our knowledge of individual children. It includes:

• Academic interventions: Targeted teaching, additional practice and carefully selected, evidence-informed programmes, including externally purchased reading interventions, to address gaps in phonics, reading, writing and mathematics.

• SEND and inclusion: Adapted teaching, personalised provision, specialist advice and targeted support to remove barriers, develop independence and enable pupils to access an ambitious curriculum.

• Emotional and pastoral interventions: Nurture, emotional regulation support, trusted adult relationships and wellbeing provision to help children feel safe, secure and ready to learn.

• Support for children who are looked after: Individualised academic, emotional and pastoral provision, developed in partnership with carers, social workers, the Virtual School and other professionals, recognising the importance of stability, belonging and high aspirations.

• Family and wider support: Early help, attendance support, parental engagement and multi-agency working to address barriers that may extend beyond the classroom.

• Whole-school improvement: Intervention also means responding when monitoring identifies an aspect of teaching or provision that needs strengthening, through staff development, additional resources and changes to practice.

Intervention at Haslam Park is never about lowering the challenge. It is about providing the right support to enable children to meet ambitious expectations.

We use assessment, professional knowledge, pupil voice, family engagement and ongoing monitoring to identify needs and evaluate the effectiveness of our actions. Support is reviewed and adapted according to its impact, with a focus on securing meaningful, sustained improvements in learning, confidence, independence and wellbeing.

Our Intervention Impact Data provides practical examples of this approach. Our Key Stage 1 handwriting improvement work, for example, demonstrates how identifying an area for development led to targeted staff training, improved resources, structured pupil practice and parental involvement, with examples showing the resulting improvements in pupils' work.

This reflects our commitment to effective leadership, high-quality education, inclusive practice and evidence-informed school improvement.

At Haslam Park, we do not wait for children to fail before taking action. We work tirelessly to recognise barriers, intervene purposefully and evaluate whether our actions are making the difference children need.

Because every child deserves not just the opportunity to succeed, but the support, expertise and ambition that make success possible.