Interventions

 "But if anyone has the worlds goods and sees his brother in need, yet closes his heart against him, how does God's love abide in him?"

-John 3 17

Below is a list of interventions we regularly use within school to support individual or small groups of learners. In addition to these we also follow highly personalised individual programmes of support when recommended by outside agencies i.e. Educational Psychology Service, Speech and Language Therapy Service, Child & Adolescent Mental Health Service, Occupational Therapy.

Accelerated Reader

AR is a computer program that helps teachers and librarians manage and monitor children’s independent reading practice. Your child picks a book at his own level and reads it at his own pace. When finished, your child takes a short quiz on the computer. (Passing the quiz is an indication that your child understood what was read.) AR gives children, teachers, and librarians feedback based on the quiz results, which the teacher then uses to help your child set goals and direct ongoing reading practice. Children using AR choose their own books to read, rather than having one assigned to them. This makes reading a much more enjoyable experience as they can choose books that are interesting to them. Teachers and librarians help your child choose books at an appropriate readability level that are challenging without being frustrating, ensuring that your child can pass the quiz and experience success. If your child does not do well on the quiz, the teacher or librarian may help your child:
• Choose another book that is more appropriate.
• Ask more probing questions as your child reads and before your child takes a quiz.
• Pair your child with another student, or even have the book read to your child.

Additional Phonics

Phonics is an approach to teaching reading, and some aspects of writing, by developing learners’ phonemic awareness. This involves the skills of hearing, identifying and using phonemes or sound patterns in English. The aim is to teach learners the relationship between these sounds and the written spelling patterns or graphemes which represent them. Phonics emphasises the skills of decoding new words by sounding them out and combining or ‘blending’ the sound-spelling patterns. Our phonics interventions usually take place in small groups of between 4 and 6 pupils but can involve 1:1 support i.e. for children with dyslexia.


Behavioural Interventions

Behaviour interventions seek to improve attainment by reducing challenging behaviour, including aggression, violence, bullying, substance abuse and general anti-social activities. These interventions are specialised programmes which are targeted at students with either behavioural issues or behaviour and academic problems. They are individual and will be tailored made to each pupil and could range from additional reward charts for compliant behaviour to a Pastoral Support Plan involving the Specialist Teaching Service.

Better Reading Partnership (BRP)

A Better Reading Support Partner provides a 10-week programme of three 15-minute one-to-one support sessions per week for selected pupils. Pupils read three texts in every session: a familiar text, a recently introduced text and a new text. The Partner uses simple and effective assessments to inform the selection of a carefully structured sequence of texts that are finely tuned to the pupil’s skills and interests. The Partner provides a relaxed environment that gives the pupil the time and space both to practise and apply their skills and to talk about their reading with an interested adult.

Fizzy

Fizzy is a programme created by physiotherapists for use in mainstream schools. It is designed to be used with individual or small groups of pupils for short periods at least twice a week. Fizzy is used to improve and strengthen children’s motor skills which can affect a variety of everyday activities ranging from ability in P.E. to poor handwriting, scissor and ruler control.

Language Link

Language Link is a programme developed by the Speech and Language Therapy Service to help support the identification of, and intervention planning for pupils with language difficulties and delays.
Following the assessment, a pupil support plan is generated identifying the appropriate level of support needed for each pupil. Pupils will be recommended for classroom support and may be recommended for small group intervention.
The support plan includes:
• Universal whole class strategies
• Targeted differentiations strategies for identified areas of language
Specialist small group activities

Nessy: Reading and Spelling

Nessy Reading Spelling has been developed by a team of specialist teachers and psychologists to help children with dyslexia, though it can also be used as a catch up programme for those with gaps in their knowledge.. Every child begins with an assessment. This sets personalised learning targets aligned to ability allowing children to learn exactly what they need to know, filling in gaps in their knowledge and helping them to remember what has been forgotten. The assessment creates a baseline score that will be used to measure progress
It is used to:
• Rebuilds self-confidence
• Improves reading, spelling and writing
• Develop phonemic awareness
• Improve fluency, vocabulary and comprehension.

Nessy Fingers Touch Typing

This intervention is used to improve touch typing skills for those whose level of need may mean that they rely on alternative ICT based recording methods rather than pencil and paper.
Precision Teaching
This is a 1:1 intervention which seeks to improve fluency and retention of facts over a 6 week period by providing brief daily rehearsal time. It is often used to support learning with memory difficulties with retaining information such as number bonds or high frequency spellings.

Wave 3

Wave 3 is a mathematics catch up programme which was created as part of the national primary strategy. It is used to support individual or small groups of children in closing gaps in their mathematical knowledge. Wave 3 focuses on one of the four mathematical operations (addition, subtraction, division, multiplication) at a time. Some groups may need to cover all operations whilst some will need a short catch up programme on just one of the operations that they are struggling with.

Did you know?

Around 150,000 new books are published each year in the UK. 

 

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Friday 16th December Term 2 ends.