Targeted Literacy and Numeracy Intervention – Small Group Learning

Policy

This policy outlines considerations for the delivery of targeted small group intervention for students who are identified as performing significantly below their age-expected standard in one or both of literacy and numeracy.

Summary

• Targeted literacy and numeracy intervention through small group learning (‘small group learning’) is an effective, evidence-based teaching practice provided to students in groups of up to 5.
• Small group learning is a tier 2 intervention within Victoria’s Multi-Tiered System of Support, designed for students who are not making expected progress and are performing significantly below their age-expected standard in literacy and/or numeracy.
• Funding is provided to schools to deliver small group learning through the Literacy and Numeracy Early Intervention Program, the Koorie Literacy and Numeracy Program, and the Middle Years Literacy and Numeracy Support Initiative.
• Refer to the Guidance tab for information on small group learning in Victorian government schools and implementation requirements under the different funding schemes.

Details

Small group learning is recommended for students who are not making expected progress with general classroom instruction and therefore require additional supports and tailored instruction. Small group learning is an evidence-based, tier 2 intervention within Victoria’s Multi-Tiered System of Support.

The Australian Education Research Organisation (AERO) describes a multi-tiered system of support (MTSS) (PDF) as the best way to organise support for students who need additional support with literacy and numeracy. The department uses this tiered intervention framework which invests in:

• Tier 1: Evidence-informed instruction provided to all students
• Tier 2: Targeted additional instruction, often in small groups
• Tier 3: Intensive and individualised instruction alongside Tier 1 and sometimes Tier 2.

Through the implementation of the Victorian Teaching and Learning Model 2.0 (VTLM 2.0), all students in Victorian government schools receive high-quality evidence-based instruction within their classrooms. The VTLM 2.0 has explicit teaching practices at its core. Evidence demonstrates that explicit teaching practices are most effective at delivering strong learning outcomes for the majority of students, including priority cohorts.

For students who have knowledge and skills gaps that prevent them from making progress with general classroom instruction alone, additional supports are provided through small group learning. This involves small group settings of up to 5 students, with students receiving increasingly tailored instruction and targeted support to achieve the learning relevant to their common goals.

Intensive and individualised support by a staff member trained in evidence-based intervention are to be provided to students not making progress from general classroom instruction and small group learning. These students may require individual instruction focused on their specific areas of need.

Small group learning as Tier 2 intervention

Research shows that small group learning is one of the most effective interventions to improve literacy and numeracy outcomes, such that on average, over the course of the year, primary school students show gains of an additional 4 months of learning, with the learning gain in secondary schools being 2 months. Additional information about the research supporting small group learning can be found on the Resources tab.

Small group learning is a short-term intervention designed to address specific learning gaps, enabling students to build towards their age-expected level in literacy or numeracy.

In Victorian government schools, targeted small group learning sees one teacher working with up to 5 students together, to enable the teaching to focus exclusively on the learning needs of a small number of students.

Small group learning can be implemented both in and out of the classroom:

• In-class: an additional teacher works intensively with a specific group of students who have been identified as requiring additional support, alongside the regular classroom teacher.
• Out-of-class: identified students participate in separate sessions timetabled to either coincide with or be in addition to their existing English or mathematics classes.

The Literacy and Numeracy Early Intervention Program (LNEIP), Koorie Literacy and Numeracy Program, and the Middle Years Literacy and Numeracy Support (MYLNS) initiative provide funding to government schools to deliver small group learning. Refer to the Guidance tab for more information and implementation requirements under the different funding schemes.

Related policies

• Assessment of Student Achievement and Progress Foundation to 10
• EAL Support and Funding
• Framework for Improving Student Outcomes (FISO 2.0)
• Individual Education Plans (IEPs)
• Koorie Education
• Reporting Student Achievement and Progress Foundation to 10
• Re-engagement Programs
• Software and Administration Systems: Resources
• Student Resource Package – Early Years Koorie Literacy and Numeracy Program
• Student Resource Package – Extended Koorie Literacy and Numeracy Program
• Student Resource Package – Overview
• Victorian Teaching and Learning Model 2.0

Contact

Schools can direct queries as follows:

• for queries about targeted literacy and numeracy intervention - small group learning in your school, contact your school’s education improvement leader (EIL)
• for general queries, contact: small.group.learning@education.vic.gov.au
• for queries regarding funding, contact the School Financial Management Support Unit: schools.finance.support@education.vic.gov.au
• for queries regarding the LNEIP, refer to the Literacy and Numeracy Early Intervention Program guidance chapter
• for queries regarding the KLNP, refer to the Koorie Literacy and Numeracy Program guidance chapter
• for queries regarding MYLNS, refer to the Middle Years Literacy and Numeracy Support initiative guidance chapter.

Guidance

This guidance contains the following chapters:

• Alignment with Victoria’s teaching and learning reforms
• Delivering small group learning in primary settings
• Delivering small group learning in secondary settings
• Delivering small group learning to diverse cohorts:
  • Delivery of small group learning for students with learning difficulties
  • Delivery of small group learning for EAL learners and students from refugee backgrounds
  • Delivery of small group learning for students experiencing disadvantage
  • Delivery of small group learning for Koorie students
• Literacy and Numeracy Early Intervention Program
• Koorie Literacy and Numeracy Program
• Middle Years Literacy and Numeracy Support initiative

Alignment with Victoria’s teaching and learning reforms

Victorian government schools are working towards full implementation of the Victorian Teaching and Learning Model 2.0 (VTLM 2.0) by 2028. The VTLM 2.0 is informed by contemporary evidence about the way students learn and the most effective teaching practices and approaches to achieve strong learning outcomes for students. The VTLM 2.0 has explicit teaching practices at its core. Evidence demonstrates that explicit teaching practices are most effective at delivering strong learning outcomes for the majority of students, including priority cohorts.

It is recommended that schools consider their small group learning program as part of planning for implementation of the VTLM 2.0 and approach to teaching reading F–2.

Teachers delivering small group learning are encouraged to refer to the VTLM 2.0 to inform their delivery of small group learning, including using explicit teaching practices and systematic synthetic phonics to teach reading in F–2. Teachers delivering small group learning are also recommended to draw upon guidance on supporting students with diverse learning needs as relevant.

Delivering small group learning in primary settings

Funded schools must provide structured small group literacy and numeracy programs with a documented sequence of lessons to address learning gaps of identified students. Delivery of small group learning in primary settings may be funded through the Literacy and Numeracy Early Intervention Program (LNEIP) or the Koorie Literacy and Numeracy Program (KLNP).

Teachers delivering small group learning are encouraged to refer to the Victorian Teaching and Learning Model 2.0 to inform their delivery of small group learning, including using explicit teaching practices and systematic synthetic phonics to teach reading in F–2. Teachers delivering small group learning are also recommended to draw upon guidance on supporting students with diverse learning needs as relevant. Refer to the Resources tab for further guidance and useful links.

Delivering small group learning in secondary settings

Through the implementation of the Victorian Teaching and Learning Model 2.0, all students in Victorian government schools will receive high-quality evidence-based instruction within their classrooms. For students who need additional support with general classroom instruction, tailored instruction within a small group is provided.

The Middle Years Literacy and Numeracy Support (MYLNS) initiative provides an intense booster of targeted intervention for students in year 10. The MYLNS chapter provides guidance for secondary schools on how to deliver small group learning for students requiring additional support for these students. Interventions at Year 10 are critical to ensure students have the essential literacy and numeracy skills necessary for them to be able to successfully complete senior secondary education and to achieve their goals related to future work, education or training.

Delivering small group learning to diverse cohorts

Delivery of small group learning for students with learning difficulties

Some students participating in small group learning may have complex learning and other needs. Further information is available at the Diverse Learners Hub, including information, tools and guidance, covering:

• understanding autism and how schools support autistic students
• understanding the different types of learning difficulties
• how learning difficulties can affect a child’s or young person’s learning
• evidence-based resources, tools, and guidance on learning diversity
• professional learning and teaching resources for school staff.

Delivery of small group learning for EAL learners and students from refugee backgrounds

Information and guidance on supporting EAL students and meeting their learning and wellbeing needs is available on the English as an Additional Language (EAL) page.

Some students from refugee backgrounds may have had extensive schooling, and strong literacy and numeracy skills in their first or additional languages. Others may have had highly disrupted or minimal access to formal schooling. These students may have limited proficiency in their home language and will likely require additional support from teachers and school staff to develop the English language and learning skills they need to succeed in the classroom and life beyond school.

It is recommended that schools refer to a range of programs, support and advice available, including the department’s guidance on Supporting students from refugee backgrounds to help guide schools and staff who are supporting refugee background students and families.

Delivery of small group learning for students experiencing disadvantage

As noted in the department's Strategic Plan 2025–2029, the department is committed to enabling children and young people experiencing disadvantage and vulnerability to get the full benefits of education.

Social disadvantage can often place students well behind their peers when entering the education system. Studies undertaken in England have shown that students from disadvantaged backgrounds typically receive additional benefits from small group learning.

Schools may be able to use Equity (Catch Up) and Equity (Social Disadvantage) Funding provided through the Student Resource Package to supplement their LNEIP, KLNP, and MYLNS funding to meet the needs of this cohort of students.

Further information is available on the Student Resource Package – Equity Funding page.

Delivery of small group learning for Koorie students

The Koorie Literacy and Numeracy Program (KLNP) funds Victorian government primary and specialist schools to improve literacy and numeracy outcomes for eligible Koorie students. Further information is available on the KLNP guidance chapter, the Koorie Education policy and Koorie Literacy and Numeracy Program.

Schools are advised to contact their area Koorie Education Coordinator (KEC) for advice and support with engaging students’ families.

Literacy and Numeracy Early Intervention Program

The Literacy and Numeracy Early Intervention Program (LNEIP) provides government primary schools with funding to deliver targeted small group learning support to students in Years 1 – 6 who are performing significantly below their age-expected standard in literacy and numeracy. This is in recognition of the importance of early intervention to support students build foundational skills of literacy and numeracy.

LNEIP is to be delivered with the approach to teaching reading F–2 and Victoria’s approach to teaching mathematics at its core. It is recommended that schools consider the LNEIP as part of planning for implementation of the Victorian Teaching and Learning Model 2.0 (VTLM 2.0).

Schools receiving funding under the LNEIP must:

• provide structured, small group learning programs in both literacy and numeracy. The programs must be taught using a documented sequence of lessons designed to support the specific learning gaps of participating students
• provide small group learning support to all students across Years 1 to 6 who ‘need additional support’ in literacy and/or numeracy
• record information about which students are identified for small group learning support
• provide each identified student with a minimum of 32 hours of timetabled small group learning support per year, across up to 2 terms (in groups of up to 5 students)
• measure attainment for each participating student using a standardised assessment tool at the commencement and the conclusion of the year. Students must be assessed for each of the programs in which they are participating (that is, literacy and/or numeracy).

Student selection and funding

• Students in Years 1 to Year 3 – the school identifies students who are achieving one or more years behind their age-expected standard in literacy or numeracy.
• Students in Years 4 to 6 – all students assessed as ‘Needs Additional Support’ in one or both NAPLAN reading and numeracy domains. These students will be pre-tagged by the department in CASES21.
• Broadly speaking, the LNEIP funding model uses the percentage of ‘needs additional support’ students in Years 4 to 6 and assumes the same proportion of students in Years 1 to 3 ‘need additional support’.

Program requirements

Provide structured small group learning programs in literacy and numeracy

Schools must provide a structured small group learning literacy and numeracy program with a documented sequence of lessons to address learning gaps of the identified students.

Schools should consider their small group learning program as part of planning for implementation of the VTLM 2.0 and approach to teaching reading F–2.

Teachers delivering small group learning are encouraged to refer to the VTLM 2.0 to inform their delivery of small group learning, including using explicit teaching practices and systematic synthetic phonics to teach reading in F–2. Teachers delivering small group learning are also recommended to draw upon guidance on supporting students with diverse learning needs as relevant. Refer to the Resources tab for further guidance and useful links.

Provide each identified student with 32 hours of timetabled small group learning support per year

Schools must plan to provide each identified student with a minimum of 32 hours of timetabled small group learning support per year, delivered across up to 2 terms (equivalent to 2 hours per week for a total of 16 weeks) in groups up to 5 students.

Schools must deliver small group learning using one or a combination of the following approaches:

• separate sessions timetabled to coincide with the student’s regular literacy and/or numeracy lessons
• separate sessions timetabled in addition to their existing literacy and/or numeracy lessons (note that it is recommended that students are not consistently removed from the same class)
• sessions within the student’s existing literacy and/or numeracy lessons (that is, the teacher attends the mainstream classroom to work intensively with a specific group of students).

Schools are recommended to work towards a higher frequency of short sessions and timetable small group learning to optimise the most effective learning times for primary school students.

Measure student attainment twice per year

Schools must measure student attainment using a standardised assessment tool at the commencement and the conclusion of the school year in which students participate in small group learning.

Standardised assessment tools recommended for use in acquitting this requirement include:

• Year 1 Phonics Check
• Mathematics Online Interview (MOI), for students in Foundation (at the start and end of the year) and for Year 1, Year 2, and at-risk students
• Fractions and Decimals Online Interview (FDOI), for students in the upper primary levels
• Digital Assessment Library (DAL) – schools are encouraged to use the English and Mathematics assessments for Years 2 to 10, developed by the Victorian Curriculum and Assessment Authority. This includes Mathematics Focus Assessments to support measurement of learning over short teaching cycles
• Abilities Based Learning and Education Support (ABLES) assessment tools, to identify and monitor the learning readiness and progress of students with disability and diverse learners
• Reading and Vocabulary Assessment Tool for students with English as an Additional Language (RVEAL), to measure EAL students’ reading and vocabulary skills and knowledge in Years 3 to 10.

Report progress to parents/carers

Schools may include information in the regular written reports to parents/carers about what additional learning support was delivered as part of LNEIP and what progress was made.

Schools may also invite teachers delivering LNEIP to directly contribute to written reports by providing a short comment on:

• a student’s participation and engagement
• information on progress and achievement of learning goals set within the initiative.

For information on reporting requirements, refer to Reporting Student Achievement and Progress Foundation to 10.

Record information about identified students

Schools must keep records of all students receiving LNEIP support through CASES21.

Students assessed as ‘Needs Additional Support’ in one or both NAPLAN reading and numeracy domains of the 2024 and 2025 NAPLAN will be pre-identified by the department in CASES21.

Students who were absent from, or in a year level that has not recently completed NAPLAN, and through assessment informed professional judgement have been identified as one or more years behind their age-expected standard in literacy and numeracy must be manually recorded in CASES21 by schools as receiving small group learning support.

If students are transferring to a school, the school will need to identify them manually (NAPLAN pre-identification will not transfer with them). Schools must update CASES21 throughout the year if additional students are added to the small group learning program.

For support using CASES21 please refer to: Software and Administration Systems: Resources.

Contact

Schools can direct queries about the LNEIP as follows:

• for queries about LNEIP in your school, contact your school’s senior education improvement leader (SEIL)
• for general queries about the initiative, contact: small.group.learning@education.vic.gov.au
• for queries regarding funding, contact the School Financial Management Support Unit: schools.finance.support@education.vic.gov.au

Koorie Literacy and Numeracy Program

As highlighted in the department's Strategic Plan 2025–2029 and in Marrung, access to culturally safe and inclusive learning environments and supports targeted to need are critical to ensure Koorie students achieve their potential, succeed in life, and feel strong in their cultural identity.

The Koorie Literacy and Numeracy Program (KLNP) funds Victorian government primary and specialist schools to improve literacy and numeracy outcomes for eligible Koorie students. Schools are to use a portion of KLNP funding to deliver small group learning support to improve literacy and numeracy outcomes for eligible students.

The KLNP is implemented alongside the Literacy and Numeracy Early Intervention Program (LNEIP) in primary and specialist settings. Koorie students assessed as needing additional support (as per program guidelines) will receive funding through the Koorie Literacy and Numeracy Program.

Further information is available at Koorie Education policy and Koorie Literacy and Numeracy Program.

For more information or support with the KLNP, refer to the Student Resource Package – Targeted Initiatives policy or contact koorielitnum@education.vic.gov.au

Contact – KLNP

Schools can direct queries about the KLNP as follows:

• for queries about KLNP in your school, contact your school’s senior education improvement leader (SEIL)
• for funding and for general queries about the initiative, contact: koorielitnum@education.vic.gov.au

Middle Years Literacy and Numeracy Support Initiative

The Middle Years Literacy and Numeracy Support (MYLNS) initiative provides secondary schools with an intense funding booster for students in Year 10 who need additional support. MYLNS funding is provided for schools to deliver targeted small group learning to students who were identified as ‘Needs Additional Support’ in one or both reading and numeracy domains in Year 9 NAPLAN. These students will be automatically tagged as MYLNS students in CASES21. Schools can select additional Year 10 students who may benefit from MYLNS initiative support.

Schools receiving funding under the MYLNS initiative must:

• provide targeted learning support to identified MYLNS students; implementing evidence-based teaching strategies to progress learning in literacy and/or numeracy
• review the MYLNS students pre-identified by the department in CASES21, and update as required. This may include adding students who join the program throughout the year, or adding students who transfer from another school (as a MYLNS CASES21 pre-identification will not transfer with a student)
• notify parents/carers of their child’s involvement in the MYLNS initiative
• set, document, and monitor goals for MYLNS students
• maintain records of student learning.

Program requirements

The MYLNS initiative aims to ensure that identified students are provided with targeted learning support so that these students have the literacy and numeracy skills they need for future work and study.

Provide targeted learning support to identified MYLNS students

Teachers support MYLNS students through small group learning or other targeted interventions. To effectively deliver MYLNS, teachers must:

• set, document, and monitor goals for MYLNS students
• implement evidence-based teaching strategies to progress learning in literacy and/or numeracy
• regularly evaluate learning progress via formative assessments.

Schools must deliver MYLNS using one or a combination of the following approaches:

• separate sessions timetabled to coincide with the student’s regular literacy and/or numeracy lessons
• separate sessions timetabled in addition to their existing literacy and/or numeracy lessons (note that it is recommended that students are not consistently removed from the same class)
• sessions within the student’s existing literacy and/or numeracy lessons (that is, the teacher attends the mainstream classroom to work intensively with a specific group of students).

It is recommended that teachers working with MYLNS students in small group settings are experienced classroom teachers.

MYLNS case studies

The following case studies can be used by teachers and school leaders working with MYLNS students when deciding on an intervention approach.

Case study 1: Working with a small group in class

A humanities class is working in small groups. One group is with the classroom teacher, one group is working independently, and one group is working with an additional teacher supporting MYLNS students.

There are 3 MYLNS students in the class, who work with the additional teacher, alongside a few of their peers who the classroom teacher determined could use extra support.

The additional teacher guides their group through a year-level text by pre-teaching key vocabulary and modelling through a ‘think-aloud’ on how students will make sense of the text. The teacher then checks in with students about their understanding during and after reading.

Case study 2: Working with individual students

A teacher supporting a MYLNS student analyses a wide range of evidence of the student’s learning in numeracy. They determine that the student has a gap in their understanding of place value and decimals that is impacting their achievement in mathematics, as well as in science.

After meeting with the student to build a relationship and to further understand their learning needs, the teacher plans to work with the student individually prior to their maths class for 20 minutes, 3 times per week by withdrawing the student from their other class for this time. The teacher monitors the student’s learning each session and helps them master this key element of numeracy.

Case study 3: Pre-teaching key concepts

A teacher regularly engages with a group of 4 MYLNS students in class during mathematics to preview the concepts that are coming up in their mathematics classes.

The teacher coordinates with the regular classroom mathematics teachers to know the language they are planning to use to teach the concepts, along with the learning intentions and success criteria for the unit. This ensures that students can be prepared to access the content alongside their peers.

Review the MYLNS students pre-identified by the department in CASES21, and update as required

Students assessed as 'Needs Additional Support' in reading and/or numeracy as per their Year 9 NAPLAN (2025) will be automatically tagged as MYLNS students in CASES21 in 2026. Schools must provide MYLNS support to these Year 10 students identified in CASES21.

Schools must ensure all students receiving MYLNS initiative support are tagged in CASES21 and must update CASES21 throughout the year if additional students are added to the MYLNS program. If MYLNS students are transferring into a school, the new school must identify them manually (CASES21 MYLNS pre-identification will not transfer with them).

Measure student attainment twice per year

Teachers must maintain records of student learning, including through formative or summative assessments.

Teachers regularly evaluate students’ learning progress throughout participation in the MYLNS initiative via formative assessments.

Schools must also measure student attainment using a standardised assessment tool at the beginning and the end of the year in which students participate in MYLNS targeted teaching support.

High-quality standardised assessment tools recommended for use include:

• Digital Assessment Library (DAL)
• Abilities Based Learning and Education Support (ABLES)
• Reading and Vocabulary Assessment Tool for students with English as an Additional Language (RVEAL) via the VCAA Insight Assessment Platform
• National Numeracy Learning Progressions and National Literacy Learning Progressions. These are Australian Curriculum resources that can be used to map a student's developmental progress.

Resources, including a sample letter to parents, are available on the Resources tab.

Contact – MYLNS

Schools can direct queries as follows:

• for queries about MYLNS in your school, contact your school’s senior education improvement leader (SEIL)
• for general queries about the initiative, contact: mylns@education.vic.gov.au
• for queries regarding funding, contact the School Financial Management Support Unit: schools.finance.support@education.vic.gov.au
• for information about MYLNS funding, please refer to the Student Resource Package – Targeted Initiatives: Middle Years Literacy and Numeracy Support initiative (Reference 118).

Resources

General small group learning resources

• Victorian Teaching and Learning Model (VTLM 2.0) – Arc information and resource page
• Victoria’s approach to teaching reading F–2 – Arc information and resource page
• Mathematics position statement – Arc information page

Resources supporting the evidence base

• Introduction to a multi-tiered system of supports (PDF) – AERO explainer
• Supporting students significantly behind in literacy and numeracy (PDF) – AERO professional review
• Tackling under-achievement: Why Australia should embed high-quality small-group tuition (PDF) – professional reading
• Small group tuition – evidence for learning professional reading

Resources for specific cohorts

• MYLNS sample letter to parents (DOCX) – MYLNS introductory information for families
• Marrung Aboriginal Education Plan 2016-2026
• Koorie Literacy and Numeracy Program – vic.gov.au information page
• Diverse Learners Hub – vic.gov.au information and resource page
• English as an Additional Language (EAL) – vic.gov.au information page
• Reading and Vocabulary Assessment Tool for students with English as an Additional Language (RVEAL) – assessment tool for EAL students
• Supporting students from refugee backgrounds – vic.gov.au information and resource page

Teaching resources

• Literacy Teaching Toolkit – Arc teaching resource page
• English Lesson Plans – Arc teaching resources
• Mathematics Teaching Toolkit – Arc teaching resource page
• Mathematics Lesson Plans – Arc teaching resources

Assessment resources

• National Numeracy Learning Progressions – Australian curriculum tool
• National Literacy Learning Progressions – Australian curriculum tool
• Abilities Based Learning and Education Support (ABLES) – vic.gov.au information page
• Digital Assessment Library (DAL)
• PAT Online Assessment and Reporting System – assessment and reporting tool
• Panorama – school performance data system
• VCAA Insight Assessment Platform
• VCAA NAPLAN Data Service

Further resources will be made available prior to the 2026 school year.