6 steps to create an effective interventions strategy - Arbor (2024)

As a former Secondary school middle leader, I know how effective a well planned, and well executed intervention can be. That said, I also understand what a detrimental effect a poorly planned, badly-executed one can have! Interventions are incredibly expensive in terms of material cost, staff and student time, and it’s often very hard to

As a former Secondary school middle leader, I know how effective a well planned, and well executed intervention can be. That said, I also understand what a detrimental effect a poorly planned, badly-executed one can have! Interventions are incredibly expensive in terms of material cost, staff and student time, and it’s often very hard to find out what works and what doesn’t, particularly when you’re dealing with larger groups of students. In this blog, I’ll share a strategy that I developed during my time as a teacher, and talk about how Arbor can help alleviate the administrative burden of planning, managing, and monitoring interventions.

Step 1: Define the outcome

The first thing you need to do when planning an intervention is to think about its outcome, or, in other words, what you want your students to achieve by the end of the intervention. The outcome of an intervention should be SMART:

• Specific
• Measurable
• Attainable
• Relevant
• Timely

For example, students may reach their Phonics targets by the end of that term, or a student could have 100% attendance over the 4 week intervention period.

Step 2: Carefully plan your intervention

For an intervention to succeed, planning is essential! Your intervention will need to be planned differently depending on the scale, scope and target students. Once you’ve successfully devised an effective, well-planned intervention, it can be used time and time again.

Ask yourself the following questions when planning your intervention:

• Which students/groups of students will the intervention target?
• What do I want the students to have achieved by the end of the intervention?
• What resources will I need?
• What individual strategies an we put into action?

Image 1: Our MIS helps you plan the dates, participant criteria and outcomes of your interventions, and schedule intervention reviews

Step 3: Start small

I’ve always found that starting small, or using a ‘control group’ of students is a great way to test out your intervention and to learn what does & doesn’t work. It’s much easier to plan your next steps and measure progress when you’re dealing with a small, manageable group of young people, and it’s also a much better way to get feedback from the students themselves. Share the intervention’s outcomes with them and ask them if they think they’re making progress; after all, they are the key stakeholders!

I’ve spoken to schools that have conducted blanket after-school interventions across large sections of the student body, especially during key points of the year like SATs, or GCSEs. This approach is incredibly costly in terms of staff time and financial resource, and often doesn’t yield good results. Start your test groups at the start of the year, learn from them first, then build up to whole school initiatives.

Step 4: Scale up your intervention

Once you’ve got something that works, you’ll need to scale it up. When doing so, it’s always wise to keep the following in mind:

• How will I manage staff time?
• How will this affect students’ learning time?
• How can I manage costs?
• How do I keep parents and other members of staff informed about the progress of the intervention?
• How can I best manage resources? (e.g. room allocation)
• How do I make sure students attend my interventions?
• What’s the best way to continually monitor impact?

Image 2: How to measure & track intervention costs in Arbor’s MIS

You should have an answer for all these questions before you begin scaling up your intervention, otherwise you might find yourself in a difficult situation.

Step 5: Make sure you’re monitoring progress

It’s easy to start an intervention initiative and expect it to “just work”. I made this mistake early on in my career: if students are leaving my lesson to work with a Teaching Assistant on their literacy, surely that will help them to improve? Ultimately, every child is unique; what works for one student may not work for another. Continually monitoring each student’s progress towards the intervention’s desired outcome is essential. Remember, the outcome must be measurable.

With all of the above, you should be able to lean on your MIS system to do some of this work for you. Arbor’s built-in Interventions module makes planning, monitoring and reporting on interventions easy, and saves you hours a week on repetitive data entry & admin tasks. You can quickly target students and measure the success of an intervention by defining your desired outcome based on student data points in the MIS, and track student’s progress in real time as they progress through the intervention. You can also easily manage intervention costs, timetable interventions and provision maps.

Image 3: Easily monitor how students are getting on via Arbor’s Student Profile as they progress through an intervention

Step 6: Share best practice!

Finally, running effective interventions is a brilliant learning process, not only for your students, but also for you and the other teachers at your school. Sharing best practice with colleagues not only helps others to learn from your successes and failures, but also provides you with valuable feedback from other professionals.

If you’d like to find out more about how Arbor’s simple, smart cloud-based MIS could help you manage interventions at your school, send us a message or call us on 0208 050 1028.