Interventions.
Intervention may be used to help support your child with their conduct, learning or emotional behaviour. It is
also used to close any gaps in their core learning (Maths, Writing & Reading), which may be causing them to
fall behind when compared with their peers both locally and nationally.
At St. Mary's, we put the individual needs of the child first by providing a range of intervention tools to promote positive outcomes.
Curriculum Support
1:1 Phonics Support
What is it?
Daily 1:1 session in addition to the normal phonics lesson. This provides 10 minutes daily where children can review and master key sounds and apply them to reading and writing.
How is it implemented?
The sessions are run by a Teaching Assistant with specific Read Write Inc. training. Sessions are normally run daily.
Alan Peat Sentences
What is it?
Small group support with an adult in addition to the English lesson,
where sentence types can be taught explicitly. This provides opportunity to practise writing skills.
How is it implemented?
Based on the children's writing, groups learn about and practise a specific Alan Peat sentence, usually across two sessions.
Breaking Barriers
What is it?
Breaking Barriers is for 1:1 or small group intervention aimed at children who need to revisit previous Maths learning.
How is it implemented?
Children selected by the class teacher work with children daily or every other day. Breaking Barriers focuses on the use of manipulatives to solve Maths problems.
BRSP
What is it?
The Better Reading Support Partnership (BRSP) is a 10 week programme of three 15 minute 1:1 sessions a week. The sessions provide a relaxed environment that gives pupils the time and space to practise and apply the skills taught by their teachers and to talk about their reading with an adult.
How is it implemented?
Each session, the child reads three different texts - a familiar text, a recently introduced text, and a new text. At each stage, the Teaching Assistant provides positive feedback and identifies potential targets.
Lexia
What is it?
Support in the six areas of reading instruction, targeting skill gaps as they emerge, and providing teachers with the data and student-specific resources they need for individual or small-group instruction.
How is it implemented?
Lexia is completed by pupils through their own Lexia login and progress through a series of levels. Progress is monitored by a Teaching Assistant and reviewed by the class teacher. Pupils aim to complete an hour a week on Lexia. Pupils have a license of their own which they can use at home to continue their progress. For more information, go to: https://www.lexialearning.com/why-lexia/rigorous-pedagogy
Maths Skills
What is it?
Small focussed group support out of the maths lesson to practice key maths skills.
How is it implemented?
Teaching Assistants usually work with children directed by the teacher, depending on any challenges the children encountered during the main Maths teaching.
National Tutoring Programme
What is it?
A part-funded project by the DfE which allows a fully-qualified teacher to work for 15 hours with identified children to identify barriers to learning.
How is it implemented?
Groups are carried out in the morning for three weeks per group.
Pre/Post Teaching.
What is it?
Time to introduce new learning before and after the main lesson, to provide children with a better chance of retaining learning and having the confidence to contribute to whole class work.
How is it implemented?
Pre/post teaching, otherwise known as 'flipped learning' is carried out by Teaching Assistants depending on the focus of the lesson and the individual progress of the child.
Priority Reading.
What is it?
Providing 1:1 time to develop reading skills.
How is it implemented?
Teaching Assistants read with specific children daily and offer targeted feedback.
Project X CODE.
What is it?
Reading intervention programme targeting phonics and comprehension. Aim is to improve fluency and understanding.
How is it implemented?
Sessions are usually 20-25 minutes long, four times a week. Children experience different types of reading with their group and Teaching Assistant as they complete a long reading narrative. Optional homework is sent home at the end of each session.
Understanding Reading Comprehension
What is it?
Small group support focussing on the skills needed when reading. (retrieving information from the text, understanding the meaning of words, sequencing the text, inference etc.)
How is it implemented?
Run in groups, a Teaching Assistant assesses the group in a specific area of comprehension. Then, the group is taught a strategy, practice it with support, practice it on their own, and then are re-assessed. Sessions are normally run twice a week.
Social, Emotional and Wellbeing
1:1 Emotional Support
What is it?
Emotional support – understanding the wishes and feelings of children. Providing advice and support for well-being.
How is it implemented?
Depending on the needs of the child, individual children spend time working with the Inclusion Team to support well-being on a regular basis.
Art for Induction
What is it?
Art for Induction is a therapeutic arts based resource specifically designed to support schools with settling new arrivals.
How is it implemented?
An individual plan is made for each child. Different areas of art and mindful problem solving can be incorporated depending on the specific needs of the child. Can take place once a week or as needed to prepare a child for the curriculum.
ASC Strategies
What is it?
Strategies to support children with communication, social interaction and levels of flexibility. Visual routines, breaks from learning, scaffolding etc.
How is it implemented?
Support plans are created and delegated from the SENDCo, Mrs Brown.
Group Emotion Support
What is it?
Small group where the focus is understanding and recognising a range of emotions, then being able to suggest appropriate responses to those emotions.
How is it implemented?
Once a week, children begin to understand empathy and the need to understand others.
Lego Therapy
What is it?
Lego therapy is used to teach children skills like turn-taking, sharing, listening, conversation, teamwork, shared attention and problem solving.
How is it implemented?
Once a week, a group of children work together to practise key skills through Lego.
Messy and Sensory Play
What is it?
Sensory play is simply play that encourages children to use one or more of the senses. These experiences focus on stimulating children’s senses of sight, sound, smell, touch, taste, balance, and movement. In these sessions, children can lead sessions to address any worries or anxieties they may have.
How is it implemented?
Once a week, a group of children incorporate their own targets and needs into the play to build confidence.
MHST
What is it?
We have access to the local Mental Health Support Team (MHST) who will be conducting sessions with individual children to develop emotional resilience and wellbeing strategies.
How is it implemented?
On a 1:1 basis, children will take part in various workshops and use different resources to encourage better emotional regulation.
Sensory Breaks
What is it?
Time for children to gain the sensory input they need in their bodies to stay alert, on task, and focused.
How is it implemented?
Each class has a specially made sensory area where children can use gross and fine motor materials to be mindful. Additional support for 'active' and 'calm' breaks may be implemented.
#Thrive
What is it?
Emotional Support.
How is it implemented?
Sometimes, the agency '#Thrive' can be referred to for additional emotional support.
Language and Communication
1:1 Speech and Language
What is it?
Tailored 1:1 session informed by targets set by a Speech & Language Therapist. A care plan will be in place with S&L.
How is it implemented?
A care plan is shared and implemented by multiple members of staff to support speech and language.
BLAST
What is it?
Supports the development of speech, language and communication with early year’s children.
How is it implemented?
Small groups of Early Years children engage in listening and attention games to elicit vocabulary and social skills.
EAL Support
What is it?
A range of support to develop communication and understanding. In addition to supporting English across the curriculum.
How is it implemented?
Multilingual and bilingual children are assessed for English proficiency. The NASSEA framework is used to make judgements on the progress and next steps for children. EAL interventions are based on the individual needs of the child.
Speech Link
What is it?
Following an assessment, we deliver a programme to meet the speech, language and communication needs of targeted children. This supports them in having the skills needing for learning.
How is it implemented?
Usually occurring twice a week, children complete various communication activities to inform teaching practice.
SULP
What is it?
The programme is designed to support pupils with communication skills and to further develop those to support children in being effective communicators.
How is it implemented?
Once a week, children work with the Inclusion Team and meet a variety of characters, who help them to discuss key communication skills.
