Progress

Provision and/or strategies: approaches, adjustments and specific interventions expected to be made by settings according to the ages and stages of the CYP

Universal

• Assess learning regularly using observation, formative and summative approaches to identify strengths, barriers and next steps.
• Build on prior knowledge by explicitly linking new learning to what CYP already know and can do.
• Activate prior learning at the start of sessions through review, questioning or retrieval practice.
• Provide clear explanations using concise, unambiguous language and well-chosen vocabulary.
• Teach in small, manageable steps, introducing one new concept or skill at a time.
• Sequence learning carefully, separating easily confused concepts (e.g. 'b'/'d') and prioritising high-utility, transferable skills.
• Use explicit instruction (model - guided practice - independent practice / "I do, we do, you do").
• Model thinking and processes clearly, including worked examples and non-examples.
• Plan for misconceptions and address them proactively.
• Highlight key information and reduce cognitive load by removing unnecessary distractions.
• Present information in multiple ways (visual, verbal, practical) to support understanding.
• Provide frequent opportunities for practice, including:
  • Overlearning
  • Distributed or spaced practice - little and often
• Develop fluency deliberately at all levels of the learning hierarchy,  planning activities across:
  • Acquisition
  • Fluency
  • Application/adaptation
  • Generalisation
• Use flexible grouping to enable peer learning and collaboration.
• Differentiate effectively through task, support, outcome and scaffolding.
• Use scaffolding strategically, gradually reducing support to build independence.
• Provide immediate, specific feedback (including verbal) to move learning forward.
• Check understanding frequently and adapt teaching in response.
• Monitor progress in small steps, adjusting support to maintain engagement and success.
• Promote independence and self-regulation, including:
  • Goal setting
  • Reflection on learning
  • Use of strategies
• Create structured, predictable learning routines to support engagement and reduce anxiety.
• Ensure a positive, inclusive environment where all CYP feel safe to contribute and make mistakes.

Targeted

• Use more targeted assessment tools to help identify areas where CYP may need additional support e.g.
  • DfE Early Years SEND Assessment tools
  • CAT4 - GL Assessment - assessment of reasoning abilities (ages 6 - 17+)
  • Dyslexia Screener - GL Assessment - screening tool for Dyslexia (5 - 16+)
• Prioritise 'keep up' approaches first, including:
  • Pre-teaching key concepts and vocabulary
  • Same-day or rapid catch-up informed by Assessment for Learning (AfL)
• Deliver evidence-informed interventions that are clearly structured and time-limited, focus on specific skills (not general support) and include modelling, guided practice and feedback. e.g.
  • Promising Programmes
  • Evidence and resources
  • Ambition Review of TA interventions - Summary for Educators
  • Selecting interventions
• Use skilled adults to deliver interventions, with clear training and fidelity to programme design.
• Adapt delivery for age/stage, including:
  • Play-based, language-rich approaches (Early Years).
  • Structured academic interventions (school age).
  • Functional, vocational and independence-focused support (post-16).
• Increase opportunities for repetition and overlearning within interventions.
• Provide more frequent feedback, including immediate correction and reinforcement.
• Reduce cognitive load further, using:
  • Simplified instructions
  • Visual supports
  • Chunking of tasks
  • Use scaffolded support more intensively, including prompts, cues and structured resources.
  • Explicitly teach metacognitive and learning strategies, such as memory aids, planning and self-checking.
• Support generalisation of skills across contexts, settings and adults.
• Use small group teaching, where appropriate, to maximise intensity and responsiveness and ensure groupings are needs-led and flexible, reviewed regularly based on progress.
• Reduce distractions and optimise conditions for attention and engagement.
• Track progress frequently (e.g. weekly or half-termly) against small-step targets and adapt or change interventions promptly if progress is limited.