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In characterising key aspects of personalised learning it is impossible to identify different aspects which are mutually exclusive. The nine features summarised here naturally link and overlap. Users can select an aspect and be taken directly to the corresponding webpage.

Supporting pupils to keep up with the pace of learning and to make good rates of progress with high quality teaching and learning.

Precise target setting and rigorous and regular tracking of progress can be seen as underpinning personalised learning.

Secure knowledge of each pupil's current progress is a core element of personalised learning.

The great majority of pupils can succeed through quality first, class-based, teaching (Wave 1). However, even in a classroom where personalised learning is effective, for some pupils this approach will not be sufficient. These pupils will benefit, at key moments, from additional small group or one-to-one interventions to enable them to make the progress needed to achieve their full potential.

Classes can be organised to cater for a wide variety of pupil strengths and weaknesses. In addition there are numerous other ways of grouping or pairing learners according to the task in hand, for example by age, ability, friendship groups or gender.

Where the learning environment is well organised and used flexibly to support a range of different interactive teaching and learning approaches, personalised learning can be considerably enhanced.

Personalising the curriculum means finding the right challenges for pupils and addressing their particular needs so all have an equal opportunity to succeed.

Helping children and young people to discover or develop new interests and talents is an important aspect of personalised learning. Extended schools can do this, and much more, by offering a range of cultural and social opportunities and are a key way of delivering the Every Child Matters (ECM) agenda.

Schools that are able to identify barriers to learning beyond the classroom and address them are in a strong position to provide personalised learning for each individual pupil.

Description of funding streams and local resources available when planning provision, and how effective schools combine all these in order to plan coherent provision across the school, ring-fencing only funding that is allocated through a statement of SEN (a declining consideration due to the trend to greater delegation to schools of SEN resourcing and priorities). Emphasises that in Ethnic Minority Achievement (EMA) and bilingual learner provision the focus should be on learning outcomes and not piecemeal use of pockets of money. This page is part of section four of five of the 'Leading on Intervention improvement cycle'.

Explanation of how to make choices about the particular interventions that will be used in provision mapping, using evidence of impact as main driver whether from local authority, national or international evidence about what works. Links to: 'Summary of research on commonly used provision'. This presents challenging findings about the impact of traditional responses such as setting and the use of teaching assistants, and identifies a number of interventions that work. They range from nurture and social skills groups to language interventions to interventions for literacy and mathematics. This page is part of section four of five of the 'Leading on Intervention improvement cycle'.

Explanation of Provision maps, an at-a-glance way of showing the range of provision the school makes for children with additional needs, through additional staffing or peer support. Links to an example from Balshaw Primary School where additional provision, particularly in the Foundation Stage and Key Stage 1, has proved effective in preventing long-term problems and thus improving the climate for learning and raising standards throughout the school. This page is part of section four of five of the 'Leading on Intervention improvement cycle'. See the introduction: Improvement cycle for further information and links to the other sections.

Training module for teaching assistants which sets out a lesson example on the theme of targeted pairs, with the aid of a video clip, and poses points for reflection.

Explanation of how individuals are helped by the Wave 3 model. Links to two SNS programmes: The Learning Challenge; Key Stage 4 Learning Challenge. This page forms part of the Teaching Assistant training modules section of Secondary Intervention.

Training module for teaching , setting out background on both the Reading Challenge and Writing Challenge. Includes video clip which offers a practical example of how the reading challenge works. Material related to both challenges can be downloaded. This page forms part of the Teaching Assistant training modules section of Secondary Intervention.