Whole School Provision Offer

Summaries of Specific Interventions

Reading Skills

Group work that focuses on the essential objectives from the reading curriculum and specifically targets reading comprehension and understanding.

Regular Reading to an adult

Daily or weekly reading to an adult out loud to promote decoding and fluency.

Writing Composition

Group work that focuses on the structure and composition element of the writing curriculum that allows children to plan their writing and create a logical, coherent thread throughout.

Maths

Small group work that focuses on a specific essential skill or objective within the maths curriculum to overlearn and consolidate key concepts.

Ruth Miskin Phonics

Small group work developing children’s phonic awareness and phoneme-grapheme correspondence to support reading and spelling.  This is based around the Ruth Miskin speed sounds.

Spelling Patterns and Common Exception Words

Group work or individual work to support children with spelling patterns or common exception words (high frequency words) that cannot be learnt using phonic patterns but are used frequently within their writing.

Toe by Toe

A progressive spelling and reading programme recommended by our Educational Psychologist that involves repetition and daily practice for children that need more than a specific phonic skill taught. A scheme that is great for children with dyslexia and also children who regularly letter reverse.

Grammar and Punctuation

Small group work that focuses on a specific area of grammar and punctuation to consolidate concepts and move children’s learning on.

Brain Training

Daily brain training using the Joggle App with a range of progressive activities such as  Double Vision, Dot Dot Done, Decoder, Paper Chase and Barcode to help improve children’s speed, memory and focus.

Fine Motor Skills including Handwriting

Small group activities that help improve control and fluency that may be evident in weak scissor skills or handwriting.

Touch Typing

Using an online typing programme the children will learn to touch type in order to support different methods of recording.

Life and cultural experiences/enhancement

Organised opportunities throughout the year for children who may need cultural and life experience enhancement. This could involve opportunities within school or be visits outside of school.

Specific NASSEA Step Support

For children who have been identified as requiring in class support through the NASSEA Assessment tool. To offer further support within English in order for them to become confident communicators both in spoken and written form.

Martin Gallop – Head of Pupil Support and SENCo

Protective Behaviours

Protective Behaviours (PB) is a practical, empowering approach to personal safety.  It is a process that encourages and develops self-confidence alongside skills that help us avoid being victimised. This is achieved by recognising our personal concept of safety, trusting our intuitive feelings (early warning signs) that tell us when we are feeling unsafe and developing strategies for self-protection. The Protective Behaviours process links safety with fun and excitement and an adventurous approach to life.

Social Scripts

Social stories are short descriptions of a particular or specific event or situation, including information about what to expect in the situation and why. These can work well to support children with ASD or Social Communication Difficulties to understand everyday events, therefore, reducing their anxieties and frustrations.

Individual Mentoring

Mentoring for children who need regular check in opportunities throughout the day or week in order to work through short term challenging situations or short term difficult personal circumstances.

Karen Field – Specialist Teacher

Specialist Haven/HIVE English and Maths

A small group learning environment for children working significantly behind their peer group in English or Maths. Small step, kinaesthetic approach led by an experienced teacher. Also focusing on learning skills and confidence in their own ability.

Gradual start to the day

For children who find the entry into school too challenging and need a more individualised approach to starting the day. Opportunity to meet a trusted adult, talk about their morning and plans for the day before arriving in their classroom at 8.45.

Life Skill Development

Group Work based on a practical approach to learning for children who find specific everyday life skills or social situations more challenging to understand such as crossing the road, buying items in a shop, phone calls, safety awareness.

Laura Black – Speech and Language Therapist

Speech and Language Therapy

Children who need specific support in either speech, language and communication development by our Speech and Language Therapist. This can be conducted either within or outside of the classroom environment depending on need. Usually required for children who are emerging on the higher scales of the FACT profile.

Individual assessments can be conducted to gain more information on the child’s level of development and any communication or interactions strengths or needs. Individual targets can be created from which a therapy plan is created and delivered. Advice and support can also be given for those children who may have unidentified underlying speech, language and communication needs (SLCN) for example, those with persisting reading and spelling difficulties.

Staff training will be provided as and when needed to increase staff confidence and skills in working with children with SLCN. Drop in sessions and panel are available to discuss the needs of individual children as well as FACT and FACT Plus paperwork.

 Talk Boost KS2

An intensive small group intervention for children from year 3-5 who have delayed speech and language skills. The individual, group and class based tasks help children ‘boost’ their language to that expected of their developmental age, and apply skills they have learned to the curriculum. The group runs 3 times a week for 8 weeks, and focuses on the following areas: Listening carefully, learning new words, telling stories and saying what happens, remembering and thinking, working with others, and making friends and having conversations. Each child’s progress can be measured and compared to their baseline score at the end of the intervention block.

Pre-teaching vocabulary

Small group work for children who may not have a language need that means it is harder for them to recognise, learn and use language that is specific to a certain topic or subject (learning journey or science). Vocabulary can be introduced prior to the lesson and strategies suggested for remembering and recall the meaning.

Life Skill Development

Group Work based on a practical approach to learning for children who find specific everyday life skills or social situations more challenging to understand such as crossing the road, buying items in a shop, phone calls, safety awareness.

Natalie Phillips – Children’s Wellbeing Specialist

Individual Child Counselling

Counselling and Therapeutic play delivered by a trained Level 3 Counsellor. Listening, questioning, reflecting and observing with a non-judgemental approach.

Developing children’s play

Relax Kids

Relax Kids contains three different types of classes (6 week Magical Adventure Classes for aged 5-9, 6-8 week Chill Skills Classes for aged 9-12 and SATS Preparation Classes and Stress Busting Techniques).  Relax Kids allows children to practise and learn relaxation techniques with a unique combination of mindful games, storytelling with exercises, stretching, breathing, massage as well as positive affirmations, visualisations, mindfulness and relaxations.  The programme helps children manage stress and anxiety, whilst also improving their concentration, focus and listening skills. It can also improve creativity, imagination and build confidence and self-esteem.

Emotional First Aid *

The initial response to support children following distressing events such as bereavement, divorce, etc.   It is the first step towards preventing mental health issues later in a child’s life.  Initially dealing with “emotional stuckness (presenting as a Disorder), concentrating on emotions and enabling emotional expression, leading to helping children understand and express their emotions to move forward in a positive manner and aims to avoid higher level intervention (CAMHS).

 Friendships and Other Weapons – Ages 9+

A Social Skills programme to assist in developing strategies for dealing with friendship issues.  This programme proved valuable in the last academic year and has the added bonus of parent involvement. This made an immense impact on the outcome for the children.

 Understanding and Exploring Emotions – Ages 7 to 11

A programme where children explore emotions through a continuing story, enabling them to understand and tap in to emotions aiding their emotional wellbeing.  The aim is to help encourage an emotionally healthy child and build on the basis that an emotionally healthy child will be more able to learn, be more sociable, have more satisfying relationships with peers and do better in school. There are activities that tie in with the programme throughout.

 The Giant’s Desk – Promoting Friendship, Emotional and Social Skills – Ages 5 to 11

The aim of this programme is to help children develop their friendship, social and emotional skills.  Recognised by the SEAL agenda, these skills include:-

• Trust in each other
• To work collaboratively
• To manage own emotions and behaviour

There are many activities throughout this programme that promote the above.

KIMOCHIS – Years 3 & 4

The Kimochis is a Social-Emotional Learning (SEL) program designed to give children the knowledge, skills and attitudes they need to recognize and manage their emotions, demonstrate caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations constructively. These skills have been identified by leading researchers in the field of social and emotional learning as necessary for school success, academic achievement, positive social relationships and the development of emotional competence. The Kimochis curriculum incorporates innovative and fun activities developed to teach children how to manage challenging social situations with skill, character and confidence.

Healthy Mind-sets for Super Kids: A Resilience Programme for Children Aged 7-14

Self-esteem, communication skills, positive thinking, healthy friendships, and dealing with anger, stress, anxiety and grief are all crucial parts of being resilient and having strong life skills. A programme to boost resilience in children aged 7-14. Each session focuses on a key theme, and a superhero character helps to teach each skill, from overcoming anxiety to dealing with grief. A creative hands-on activity closes each session, and session summaries and tips for parents encourage children to continue learning and building their skills between sessions. An engaging comic strip story about the superheroes runs throughout the programme with worksheets and hands on activities to get the children involved.

Anger Management

Group or individual work that supports children in recognising their anger, identifying triggers, understanding its effects and finding strategies that work for them in order to manage it and find a different release.

Story Massage

Group work that develops peer massage and stories to build respect and thoughtfulness towards others and positive touch.

FLOURISH SUPPORT

Various personally tailored support to improve the five areas of wellbeing to promote personal and learning strengths, emotional wellbeing, positive communication and resilience and within school.  Each individual case is assessed and personalised provision put in place to support the child.  Flourish support has been personally developed by the Children’s Wellbeing Specialist and has been proven to improve children’s emotional and academic progress

The PE Team – Specialist Physical Provision

Gross Motor Skills and Coordination

Small group work for children who find age appropriate gross motor skills more challenging and need further development of cross body or hand/eye coordination.  It focuses on the three principles of ABC (Agility, Balance and Coordination). This group is in the context of PE activities that are differentiated or use specialist equipment and is led by The Head of PE.

Forest Schools

Forest Schools is the perfect opportunity for pupils to learn about themselves and their natural environment through their own experiences within our own setting.  It enables them to develop their self-esteem, confidence whilst learning to work and respect others as a team yet nurturing their own individuality and independence.

During the forest School sessions pupils are able to learn about their natural environment and the world around them, it helps them develop both fine and gross motor skills through knot tying and climbing trees for example.  By learning to work together to build a natural shelter that can fit everyone it and the risks and benefits involved when using small hand tools are all part of the activities that the pupils will get to experience.  Sharing our findings and explorations during community time around a camp fire with hot chocolate and cookies  allows pupils time to learn, to listen and share thoughts with each other.  Forest schools has strong  cross curricular links to science, PE  and PSHCE  curriculums to name but a few.

At times throughout the academic year, alterations to the provision may well be deemed necessary in order to further meet the bespoke individual needs of the children referred to the Pupil Support Team. Any new interventions and provisions utilised are sourced to have the maximum impact upon the progress and wellbeing of our children.

*Those led by the Pupil Support Team and are part of specialist provision.