Entry And Exit Criteria For Interventions

Reading time: 2
TBy ESB Professional Royalty-free stock photo ID: 92399974 Teacher explaining something to her pupil

Daniel Sobel

Daniel Sobel MA Ed (Psychology) FCMI FCIC FRSA is the Founder and Lead Consultant of Inclusion Expert. An internationally respected leader in inclusive education, he has advised the Department for Education, the European Union and governments abroad. Daniel is a well-known speaker, and has written...
Read more about Daniel Sobel

How do you track and demonstrate the impact of your interventions?

Interventions take many forms. They might be required to support a child who is finding it hard to concentrate during carpet sessions because of sensory overload and poor vocabulary. Or a child with dyslexia who cannot differentiate between “was” and “saw”. Perhaps there is a child who is struggling to manage their emotions or controlling their behaviour and are in need of support in this area.

So, when you may have multiple interventions on the go at once, with a range of aims, how can you track and successfully implement the success of each one?

Entry and Exit Criteria Interventions Resource

The key to implementing and tracking progress of interventions is to have a clear entry and exit criteria, and that’s what this resources helps you to manage.

The following resource is a real-life example from a school where the specific issues of entry and exit criteria were tackled. Use these examples to guide your thinking. We are not necessarily advocating that you use these particular interventions, but instead, exemplifying a sample and how their entry and exit criteria can be spelt out and organised. We recommend, that wherever possible, you formulate your own interventions, bespoke to your setting context and individual student needs.

Why is it useful?

The table gives you an example of how it can be done and aims to save you some time when it comes to planning and implementing your interventions.

Who is it for?

SENCOs and pastoral leaders.

How do you use it?

  • This table should be used as a working document, adding strategies that you would use within your school.
  • The entry criteria are indicators of when that intervention may be useful to use with a student.
  • The exit criteria lists expected outcomes.
  • Use the next steps box to consider ways forward if the exit criteria have not been met.
  • Ensure you allow a minimum of six weeks for an intervention.

Download the resource

Click the image below to download the editable resource.Entry and Exit Criteria


This resource was created by Inclusion Expert. Inclusion Expert have worked with over a thousand schools to help them improve inclusion for every child. By developing collaborative action plans, updating school systems, providing bespoke resources and training for senior leaders to continue their work, they help schools achieve sustainable change.

As a Teacher Toolkit reader you are eligible for a 20% discount on all Inclusion Expert resources and consultations. Find out more information here and make sure to quote the promo code ‘TeacherToolkit20’ to claim your discount.

One thought on “Entry And Exit Criteria For Interventions

Leave a Reply

Your email address will not be published. Required fields are marked *

This site uses Akismet to reduce spam. Learn how your comment data is processed.