Interventions

Many of our pupils have gaps in their learning due to the educational journey they have been on before they get to us.  They can find school a difficult place to be in.  We aim, with a number of different interventions, alongside our approaches and ethos to make school a safer and positive experience for them. It is recognised that pupils may need additional support with their learning to help them access the curriculum; this is not just academic support but also emotional support.  They go hand in hand in our pupils making progress.

We have a full-time interventions TA who works with pupils. Monday to Thursday is focused on support for phonics and reading.  On a Friday there is emotional literacy support for pupils. 

Many of our pupils have gaps in their knowledge due to learning difficulties and previous learning experiences.  We recognise that they need targeted support in phonics and reading to help them access the curriculum.  Within the classroom they will be taught phonics and have an interventions programme.  However, at times, that is not enough and they require additional help in this area.  Our intervention TA liaises closely with staff to gain correct information on the phonics phase they are on and then devises an alternative programme of activities to support their learning.  It is important to note that she does not follow the phonics scheme, this gives pupils alternative opportunities to learn.  We understand that not all pupils learn in the same way and may need alternative methods to help them learn.  As such, she uses a multi-sensory and play based approach which suits the learning styles of the pupils who need the additional support.

In addition, in class pupils use reading eggs, math’s seeds and TT rockstar to support their learning.  These are supported and monitored by TA’s. 

We also have pupils above Y2 complete LUCID assessment testing to give a greater insight to the approaches needed for pupils and what barriers they face.

The Emotional Literacy support is accessed by referral from teachers and the pastoral team.  It allows pupils to understand their feeling and helps them with strategies that can support them when they start to feel dysregulated.  It is additional to the day-to-day support pupils receive in class.  It is intended to be targeted and time limited.  Our family Liaison officer also support in this with targeted intervention around barriers to attendance of school and lessons.

Each pupil has a social skills and emotional literacy assessment that is updated on a regular basis by class staff so that we can track their emotional literacy.  These can feed into an individual support programme, such as anger management plans, which are created by staff to support their emotional well-being.   This is an important part of our support to allow pupils to access learning, we need to look at the whole pupil when assessing progress; this includes their ability to access education. This is our start point for many pupils when they arrive due to past educational experience.  This also helps us develop their wider life skills and helps them access the community as they get older.