Best Pratice

We believe every child deserves the best Intervention Practice. 

A child does not only need someone beside them. 

A child needs assessment, planning, trained intervention, supervision, evidence, and accountability. 

This is the difference between paying for “support hours” and investing in real developmental progress.

Full case management, evidence, reporting, supervision, IEP, app data, family and school coordination.

5 Levels of Intervention Quality

Level 1 — Lowest Intervention: “Someone Is Just With the Child”

This is the weakest form of intervention.

A person is placed next to the child, often called a shadow teacher, helper, nanny, or assistant. The person may keep the child safe or help the child follow the day, but there is no clear assessment, no professional plan, no IEP, no data, no supervision, and no evidence of progress.

The support is mostly reactive. The adult responds when problems happen, but the child is not systematically taught new skills.

What this looks like:

The child is watched, followed, or controlled, but not properly developed.

Main risk:

Parents may pay for time, but not for real intervention.

Level 2 — Basic Support: “Activities Without a Clear System”

At this level, the child receives activities, worksheets, games, therapy-style sessions, or classroom help.

This may look more professional than Level 1, but the activities are not clearly connected to a measurable long-term plan. The child may be kept busy, but the provider cannot clearly explain why each activity was chosen, what skill it targets, or how progress is measured.

What this looks like:

The child is doing tasks, but the programme is not clearly structured.

Main risk:

The child may appear active, but progress may be random or difficult to prove.

Level 3 — Planned Intervention: “IEP and Strategy Are in Place”

This is where real intervention begins.

The child has been assessed or observed, and the provider creates a structured plan. This may include an IEP, behaviour support plan, communication goals, school-readiness goals, social skills targets, independence goals, and learning objectives.

The adults now know what they are working on and why.

What this looks like:

The child has goals, strategies, and a written intervention direction.

Main risk:

A plan alone is not enough if nobody supervises whether it is followed correctly.

Level 4 — Professional Intervention: “Trained Staff With Supervision”

At this level, the child receives intervention from trained teachers or specialists, but they are not working alone.

Managers, case coordinators, senior educators, or specialists supervise the programme. They review the child’s progress, support the teacher, adjust strategies, communicate with the family, and coordinate with the school.

This is no longer a “teacher rental” model. It is a professional support system.

What this looks like:

The child has trained support, a plan, supervision, and team review.

Main risk:

If evidence is not collected properly, parents may still not know what is truly happening.

Level 5 — Best Intervention: “Full Case Management With Evidence and Accountability”

This is the highest level of intervention.

The child receives a complete support system: assessment, IEP, behaviour plan if needed, trained staff, supervision, family communication, school coordination, evidence collection, app-based documentation, progress reports, regular reviews, and signed service agreements.

The provider does not rely on empty promises. The family can see what was done, why it was done, what changed, what did not change, and what the next step is.

What this looks like:

The child is supported by a complete professional team, not just one person.

Main strength:

Parents receive transparency, evidence, accountability, and a real plan for progress.