Our Keep-up Intervention Model

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Supporting Children to Succeed at the Point of Learning

At Kingsway Primary School, we are committed to ensuring that every child has the best possible chance to succeed in their learning.

Our Keep‑Up Learning Model is designed to support children at the point of learning, within the classroom, rather than relying heavily on additional support after lessons have finished. This approach reflects how children learn best, how schools must now operate, and how we ensure inclusion, wellbeing and high expectations for all.

 

What do we mean by “Keep‑Up”?

“Keep‑up” means helping children stay with their learning as it is being taught, rather than waiting for gaps to appear and then trying to fix them later.

This includes:

  • adapting teaching in the moment
  • providing scaffolding and support during lessons
  • addressing misconceptions as they arise
  • ensuring children feel confident, capable and included

 

Our aim is to help children keep up with their peers, not feel left behind or dependent on additional catch‑up sessions.

 

A shift away from traditional “catch‑up” models

In the past, schools often relied on:

  • removing children from lessons
  • providing one‑to‑one or small‑group intervention after learning had taken place

 

While additional intervention still has a place, research and experience show that learning is most effective when support happens during the lesson itself.

At Kingsway, we are deliberately shifting towards:

  • adaptive teaching
  • inclusive Quality First Teaching (iQFT)
  • enabling environments
  • responsive adult support in the classroom

 

fThis reduces the need for large amounts of traditional catch‑up intervention later.

 

Why this approach matters

Children learn best when:

  • learning makes sense the first time
  • they feel safe to ask questions
  • misunderstandings are addressed immediately
  • they remain part of the class community
  • confidence and self‑esteem are protected

 

Removing children repeatedly from core lessons can unintentionally:

  • increase anxiety
  • create feelings of difference or separation
  • widen gaps over time

 

Our keep‑up model protects children’s learning, wellbeing and sense of belonging.

 

Keep‑Up through iQFT at Kingsway

Our universal approach is known as iQFT – Inclusive Quality First Teaching.

This means that teachers:

  • plan lessons with flexibility from the outset
  • assume that children will need different levels of support
  • adjust explanations, modelling and tasks responsively
  • use visuals, scaffolds and practical resources
  • check understanding frequently and adapt accordingly

 

All children work toward ambitious learning goals, with the route to learning adapted where needed.

 

Responsive adult support in lessons

We are very deliberate about how adults are deployed in classrooms.

With fewer teaching assistants nationally and locally, we focus on:

  • impact, not presence
  • supporting learning, not replacing it
  • building independence, not dependence

 

Adults in the classroom:

  • work alongside pupils during learning
  • provide prompts and scaffolds rather than answers
  • support regulation and focus
  • intervene early when learning becomes tricky

 

This ensures that support is available to all children, not just a few.

 

Digital technology as a keep‑up tool

Kingsway uses digital technology innovatively and thoughtfully to support keep‑up learning.

For many children, digital adaptations provide:

  • immediate support with reading, writing or organisation
  • reduced cognitive load
  • increased independence
  • confidence to engage with learning

 

Tools such as:

  • text‑to‑speech
  • visual supports
  • writing aids
  • digital organisation tools

 

allow children to access learning at the same time as their peers, without stigma or delay.

 

When additional intervention is still used

We recognise that some children will still benefit from additional support beyond the lesson.

At Kingsway:

  • intervention is targeted, time‑limited and purposeful
  • it complements classroom teaching, rather than replacing it
  • its impact is reviewed regularly

 

Intervention is used where it adds value, not as a default response.

 

Why one‑to‑one support isn’t always the answer

We understand that parents naturally want the very best support for their children, and one‑to‑one support can sound appealing.

However, high‑quality education is not defined by:

  • one adult per child
  • constant individual support

 

In fact, too much one‑to‑one support can:

  • reduce independence
  • increase reliance on adults
  • limit peer learning and discussion
  • remove children from rich classroom interactions

 

Our model ensures children are supported within learning, developing confidence, resilience and independence.

 

Keep‑Up, wellbeing and behaviour

When children understand learning and feel supported:

  • frustration reduces
  • confidence increases
  • behaviour becomes more positive
  • engagement improves
  • attendance strengthens

 

Keep‑up learning is therefore closely linked to:

  • emotional regulation
  • positive behaviour
  • wellbeing and mental health

 

This contributes to a calm, purposeful and inclusive learning environment.

 

A dynamic, forward‑facing approach

We recognise that:

  • children’s needs are changing
  • funding pressures are real
  • schools must be innovative, not static

 

Kingsway is committed to:

  • reflecting on practice regularly
  • using evidence and professional learning to adapt
  • deploying staff strategically and ethically
  • making the most of resources available
  • ensuring quality, not quantity, of support

 

We continually refine our keep‑up approach to ensure it meets children’s academic, social, emotional and mental health needs.

 

Our commitment to families

At Kingsway Primary School, we are committed to:

  • being honest and transparent about how we support learning
  • working in partnership with families
  • explaining our approach clearly and respectfully
  • ensuring every decision is made in the best interests of children

 

Our keep‑up model reflects our belief that all children can thrive when support is built into learning, not bolted on afterwards.

 

In summary

At Kingsway:

  • learning support happens at the point of learning
  • teaching is adaptive and inclusive by design
  • intervention is purposeful and reduced where possible
  • independence is nurtured
  • wellbeing and belonging are protected

 

This is how we ensure the best possible outcomes for every child.