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Interventions

Some children may be asked to take part in an intervention. An intervention means that extra provision is provided to support a child’s learning. Our list of interventions that we run for children are continually developing. Some children may carry out an intervention in a large group, small group or 1:1. The interventions may happen in or out of the classroom. There are interventions that cover a wide range of needs. Please see our list of interventions and click on them to find out more information about them. We aim to add videos or pictures of the interventions in due course. 

KS1 Lunch Clubs

Children are taken from the playground environment 3 days each week, for 20-30 minutes to engage in activities with a dedicated play worker. They are encouraged to make positive choices whilst on the playground for the other days, under the supervision and guidance of the play worker. 

KS2 Lunch Clubs

Children participate in a range of activities over three lunch times to support them on the playground. The activities have a calming influence and the children then are able to make more positive choices on the playground. 

Write from the Start

A unique approach to developing fine motor and perceptual skills, Write from the Start offers a radically different and effective approach to handwriting. Structured activities develop the muscles of the hand – so that children gain the necessary control. 

Numicon Firm Foundations

This is a multi-sensory approach to teaching maths developed by experts in the classroom. It is designed to help children understand connections between numbers. Through the multi-sensory activities and mathematical language of Numicon, children develop the understanding and skills that underpin their later understanding of number.

Speech and Language Therapy

A dedicated and skilled teaching assistant works with children on a 1:1 basis. Providing support towards targets and plans set by the speech and language therapists. 

Time to Talk

A small group that enables the teaching and developing of oral language and social interaction skills to children aged 4-6. It helps to develop the "rules" of interaction with the help of the character Ginger the Bear. Skills taught include: eye contact; taking turns; sharing; greetings; awareness of feelings; giving; following instructions; listening; paying attention; and play skills.

Speed Up!

Speed Up is a tried-and-tested programme designed specifically for children in KS2, whose handwriting is slow, illegible or lacking in fluency.

Mastering Memory

Mastering Memory is a teaching programme used with children and adults to help them to take control over the memory processes and strategies which they use, by using a metacognitive approach.  Metacognition is often described as ‘thinking about thinking” and Mastering Memory encourages thinking about memory as a part of thinking.

ELSA

Emotional and social skills support delivered to children by a trained teaching assistant. 

Lego Therapy

The children work together, using Lego to support the development of social skills through a natural environment. They are guided through a project with the support of an adult. 

Friendship Formula

The Friendship Formula is designed to help students, develop their communication and relationship skills. Such focused intervention has proven to yield better results when it includes the peers and family of the targeted students. This unique programme encourages such involvement, including letters home and questionnaires for parents, as well as promoting peer education and whole-school awareness of the issues explored.

Dynamo Maths

Dynamo Maths is a three-stage online intervention programme for learners with dyscalculia and low maths achievers. It is an online based intervention that is delivered with a personal programme. 

Springboard

An intervention set up by the class teacher for children working just below expectations in Numeracy. 

Lycra and Stories

Social interaction group with clear starting and finishing points. The children are taught the basic conversation, social, turn taking skills. They have a series of games to play that encourage empathy and thinking about their actions. 

Sensory Circuits

Short sensory motor activities to help children settle into the school day. The aim is to focus concentration in readiness for the day’s learning. The circuit also encourages the development of the child’s sensory processing skills.

Acceleread - Accelewrite

A computer based programme with text to speech software, to improve reading, writing, spelling and listening skills of pupils who are experiencing literacy difficulties. This is achieved through structured phonics exercises over a period of time.

Direct Phonics

BOOK 1 Children learn single letter sounds,c-v-cwords (e.g.cat, dog) and a small selection of 'tricky sight words' for sentences.   From the very start, they use the letters to blend and segment words and to read and write the words in short sentences.

BOOK 2  Children read and write words containing adjacent consonants, e.g. fast, stick, clock, track, sweet and revise sh and ch. They learn words with the following phonemes: ee, ay, ar, ow, oo, ea, qu, ng.

A few additional 'sight' words enable them to use the words in sentences.

BOOK 3  Children read and write words containing many syllables – polysyllabic words (e.g. fan-tas-tic). Children also learn words made of two shorter words (e.g. sea-shell). All activities draw on the themes and vocabulary of stories included in the manual.

BOOK 4 Children continue with ee, ea, ay from Book Two. They learn words with the following new phonemes: oa, ai, ou, a-e, o-e, i-e, u-e, ur, igh, oi, ea(d), aw, ir, ew, or, oy and practise using them in sentences for both reading and spelling.

Talk Boost

Talk Boost is a targeted and evidence-based intervention programme, which supports language delayed children in Reception and Key Stage One (KS1) to make progress with their language and communication skills. The programme is delivered in primary schools by classroom teachers and assistants and provides a structured programme that accelerates children’s progress in language and communication by an average of 18 months after a ten week intervention.