How do we know whether support for checking work before handing it in is working?

The same visible difficulty can arise from language demands, uncertainty, prior experiences, attention, memory, sensory load, skill gaps, relationships, fatigue or a mismatch between the task and the support available. Look for patterns across people, places and times of day, and compare difficult moments with occasions when checking work before handing it in goes more successfully.

Define success before collecting data

For checking work before handing it in, choose one or two indicators that matter: greater independent participation, fewer prompts, improved quality of work, earlier help-seeking, reduced recovery time or successful use across more than one context. Avoid relying only on whether adults report that things feel calmer.

Measure independence as well as completion

Apply this principle specifically to do we know whether support for checking work before handing it in is working. Gather a few concrete examples, identify what makes the situation easier or harder, and choose a response that addresses the barrier rather than the surface behaviour. Review whether the pupil becomes more able to participate independently.

Check generalisation and pupil experience

Apply this principle specifically to do we know whether support for checking work before handing it in is working. Gather a few concrete examples, identify what makes the situation easier or harder, and choose a response that addresses the barrier rather than the surface behaviour. Review whether the pupil becomes more able to participate independently.

Keep the response proportionate

For do we know whether support for checking work before handing it in is working, avoid assuming that one strategy will suit every pupil. Use examples from ordinary lessons, ask the pupil what helps, and make one purposeful change at a time. Keep changes that improve access or independence and reconsider those that do not.

Further reading