Types of intervention
- Communication and interaction
- Cognition and learning
- Social, mental and emotional health
- Sensory/ physical
- Speech therapy- this can be administered by a LSA once training in an individual’s programme has been given by the Speech therapist.
LITERACY BASED INTERVENTIONS
This takes place during the course of a week during morning registration time and curriculum time. Identified pupils work individually on a structured reading programme, concentrating both on fluency and comprehension. Pupils are also encouraged to take appropriately levelled books home to read with Carers/Parents. Pupils are regular assessed to monitor progress.
Structured programme to assist dyslexic pupils with spelling. Pupils work individually or in pairs with once a week before school and during morning registration until the programme is successfully completed.
A module based phonics programme devised by Ruth Miskin, this is a follow on programme from Read, Write, Inc. Pupils complete a baseline assessment and enter the programme at an appropriate level and then work through the varied activities until completion. Supports all aspects of literacy.
Aimed at pupils with speech and language or processing difficulties. A variety of activities and hands on resources encourage language and give pupils the opportunity to develop their vocabulary and structure their thoughts into verbal responses.
Literacy Withdrawal groups:
It compliments the content of the ‘reading for meaning’ interventions by following these skills on to produce writing in a range of styles. There are currently two levels of intervention being run to meet the needs of pupils and these take place once a week for an hour. Sentence construction, spelling and grammar are targeted alongside writing for a range of audiences using differing styles. Progress is monitored regularly.
Toe by Toe:
Toe by Toe is a highly systematic page-by-page and step-by-step series of activities in one book, delivered one-to-one, with instructions for the ‘coach’ provided for each activity. It deliberately takes learners right back to the beginning of phonics and works up from there, based on the observation that many learners with difficulties seem never to have got the hang of phonics. Unusually, many of the stimuli are non-words, in order to focus learners’ attention solely on decoding and avoid guessing based on any other ‘cue’. It is intended that learner and coach should work through the entire scheme, however long that takes, and then graduate to simple reading books.
NUMERACY BASED INTERVENTION:
The Power of 2 support books boosts confidence and attainment in Maths. Each book gives a highly structured approach, and are ideal for students who are struggling to make progress with their Maths as they haven’t been able to fully grasp ‘the basics’. Power of 2 is ideal for students who benefit from repeated Maths practice. Power of 2 is based on the teaching of practical numeracy in formats that are conducive to learning. The process begins with number bonds to 10, and then moves on to introducing doubling, halving, addition and subtraction, rounding numbers, multiplying and dividing, before introducing fractions and worded problems such as telling the time.
SOCIAL AND EMOTIONAL INTERVENTIONS
The Birches site provides an environment that supports students who are vulnerable. Pupils are placed at this site for a range of reasons; they may be particularly anxious about transition or attending school generally, have experienced a personal or family trauma, have social or communication difficulties. Pupils may also join the group if identified by school staff or carers/parents as benefitting from this supportive environment. Pupils talk about their concerns and successes, they are supported to problem solve and help one another to come up with solutions to everyday issues. Activities encourage confidence, speech and language, social skills, working as a team, personal safety and independence skills.
All pupils are allocated a member of staff who acts as a keyworker. This is in addition to the pastoral support already available. Should a pupil be flagged up for whatever reason then their keyworker will arrange to meet with their pupil to discuss the issues and help them with ways forward. Any issues causing concern around the personal safety of the pupil or others would be passed to the Child Protection officer within the school in line with school policy on safeguarding pupils.
Pupils who are experiencing difficulties managing their behaviour, either as identified by the pupil themselves, carers/parents or staff can be referred to meet with the Headteacher who is experienced in strategies of behaviour management to work on an individualised programme. This is for a period of time, in line with the students’ needs, to identify how the pupil can re-engage in the learning environment by developing strategies to manage behaviour. Carers/parents will always be asked for consent for these interventions but it is hoped that they will feel able to support the pupil to manage their feelings better.
Pupils work in small groups or as individuals to boost self-esteem and share in activities that work on assertiveness, coping with peer group pressure and having strategies to fall back on once the group has finished to feel more confident about themselves in the difficult journey through adolescence.
Some pupils find the skills of maintaining friendships difficult to master, they may make friends easily but not have the necessary skills to repair them, assert themselves within a friendship group or fully empathise with other’s viewpoints leading to misunderstandings. Sessions aim to cover these main topics and has a solution focused approach so that pupils are able to manage their feelings and draw upon their own skills.
This intervention encourages 2 or 3 pupils to work together to develop speech and language, team building, processing and active listening skills and fine motor skills. Pupils work to build specific structures where each pupil has a designated role and is required to use language to instruct the other pupils on how to complete the given structure. This intervention would be aimed at clearly identified pupils. Lego is also used as a support tool for pupils finding face to face contact difficult e.g. those on the Autism Spectrum or with high levels of anxiety.