We offer a range of interventions to address a variety of academic, SEND and SEMH needs, based on as much information as we can gather:
We also offer bespoke support for specific needs, like a KS4 pupil who needs Sensory Circuit after lunch each day, or an autistic pupil who needs to access maths lessons somewhere other than the classroom. Wherever possible, we adapt to support the needs of each pupil.
Sometimes a pupil has not learned or remembered reading skills when they were young, and this can make it harder to read independently and ‘break down’ the sounds of words.
This intervention helps pupils spot the sound patterns in words and improve their reading and spelling.Some SEND needs make it hard to learn phonics – so we also support with sight words, taking a ‘think it, say it, write it, read it’ approach.
As in phonics, there are often gaps in our knowledge of key sounds and patterns and this can affect spelling. Pupils are supported in spotting and using spelling patterns.
Pupils learn the combinations and sequences of letters to produce the intended sound.
Once a pupil can decode text, remember common words and then comprehend meaning, the next step is improving fluency and supporting selection and retrieval of information from the text.
Reading supports pupils with their reading fluency and speed, and their basic comprehension and understanding of a text, through 1:1 reading with our team.
|Pre-teaching||Pupils who struggle with English, maths or vocabulary, are supported in reading and understanding the texts, words and processes that will be used in their next few lessons, removing the pressure of unseen texts, allowing them to spend class time on the work, not reading and re-reading. These sessions also allow time to identify any misconceptions or lack of prior knowledge or skills.|
Supporting pupils to locate information in a text and use methods such as graphic organisers to form inferences based on these facts. It is ‘reading between the lines’ or ‘clue hunting’, and is an essential skill for modern life – and higher grades at GCSE. Good readers with reasonable grades may still struggle with inference and deduction.
|Numicon Big Ideas|
If a pupil is struggling with maths in general, or with a particular process, we use Numicon as it provides a range of visual and physical tasks to help pupils learn and remember skills.
Most handwriting is legible, but when it isn’t, our team uses a range of strategies to prevent work being illegible in exams and build pupil confidence.
|Fine Motor Skills|
Handwriting is linked to fine motor skills, and for some pupils, just working on their handwriting would ignore significant other needs, such as an inability to use certain equipment in school, or to perform certain tasks like tying their laces or using cutlery. These are essential skills for independent living.
This intervention involves a range of activities to stimulate, focus and calm pupils, preparing them for a calm start to the school day.
|Draw and Talk||Sometimes, it can be hard to tell others how we are feeling or express our needs. In these sessions, a pupil can draw or colour a picture of their choice, which helps them to relax and focus, and makes it easier to talk about their emotions. It’s not counselling. It’s less formal and many pupils access this who may otherwise just bottle up feelings and not seek help or advice.|
|In-class Settling Strategies|
Settling strategies and good organisation can help to start the day or lesson well. We provide targeted support for specific needs at the start of the day or lesson for pupils who struggle with organisation, focus and engagement. By adding and embedding a routine, we help them have a calmer, more productive day and, hopefully, continue those skills when they leave us.
|3 Good Things|
An intervention based on the exercise “3 Good Things” and research by Dr. Seligman.
Pupils focus on three positive experiences that make their lives happier. It has been shown to promote confidence, increase calm and a sense of inner peace, and to improve their acknowledgement of themselves and their experiences or achievements.
|Anxiety and Anger Support||This intervention supports pupils with low self-esteem or confidence and high anxiety, or those who struggle with emotion regulation. Pupils investigate how other people cope with specific situations or changes in life, and discuss their interpretation and feelings about these scenarios. This leads to discussion around life situations, feelings, motivations and different perspectives, which can boost confidence and help pupils spot positive traits in themselves. It helps build strategies to improve self-regulation and approach situations differently.|
We have two sensory rooms: one is a calming space to help pupils who struggle with overstimulation, the other is a stimulating environment for pupils who need additional sensory input. They are used for bespoke scheduled sensory interventions and for as-needed spaces to support pupils who are struggling.
Nurture groups assess learning and SEMH needs and remove barriers to learning, with emphasis on language development and communication. Using two staff to demonstrate nurturing and supportive relationships, provides a role model that children observe and begin to copy.
|Permission to Feel|
Based on the research and book by Marc Brackett, this intervention helps pupils identify, understand and communicate their emotions and needs.
Pupils discuss the situations they encounter, and begin to understand and manage their emotional responses to a range of situations.
|Talk for Work|
A speech and language profile tool and support method to ensure pupils have appropriate communication skills for the workplace.Sessions are run in collaboration with the Destinations Team to ensure none of our pupils face a communication barrier when entering the workplace or post-16 placements.
|Talk About for Teens|
Supporting pupils, particularly those with SEMH needs, to develop social communication skills.
The sessions focus on key elements of communication: self-awareness and self-esteem; body language; conversational skills; friendship skills; assertiveness skills.
|Language for Thinking|
A significant proportion of children find it difficult to understand the increasingly complex questions asked by teachers in lessons, including those with autism, social communication disorder, developmental language disorder or learning difficulties.Language for Thinking is a structured approach to develop children’s language from the ‘here and now’ to the ‘how and why’.
LEGO Therapy supports speech and language skills, turn taking, sharing, cooperating, following instructions, group work and social skills. Pupils work in pairs or small groups to boost their confidence and social skills.