North West Kent 

Alternative Provision Service

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SEND Interventions

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:


SEND Intervention process


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.


InterventionIntended Outcomes



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.
  • Accuracy in reading.
  • Confidence with reading.
  • Learning to connect sound to letter and use patterns.
  • Connections between unfamiliar print words and verbal knowledge.

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.

  • Understanding and meaning in writing.
  • Legibility of writing.
  • Confidence to use technical terms and a broader vocabulary.

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.

  • Improved fluency and recognition of common words.
  • Improved understanding of the text.
  • Ability to locate specific information in a text.
Pre-teachingPupils 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.
  • Engagement with the lesson.
  • Ability to complete tasks with minimal support.
  • Improved understanding of lesson texts and vocabulary.

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.

  • Learn methods to independently infer in a range of situations.
  • Remove barriers from high grade attainment.
  • Improve analytical skills.
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.

  • Organisation, including telling the time.
  • Independence and confidence with mathematical processes.
  • Knowing times tables and number bonds.

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.

  • Legibility of writing.
  • Confidence and engagement with writing tasks.
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.

  • Handwriting.
  • Engagement with tools and equipment used in class and around the school.
  • Reduced frustration or refusal to use these items.
Sensory Circuit

This intervention involves a range of activities to stimulate, focus and calm pupils, preparing them for a calm start to the school day.

  • Focus in class.
  • Preparedness for school and learning.
  • A calmer, more settled start.
  • Brain processing efficiency.
Draw and TalkSometimes, 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.
  • Communication skills.
  • Confidence.
  • Trust.
  • Learn strategies for coping with emotions and trauma.
  • Learn how to communicate needs.
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.

  • Engagement.
  • Organisation.
  • Routines at the start of the day.
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.

  • Confidence.
  • Focus on positive experiences each day, not negatives.
  • Calm and inner peace.
  • Awareness of own achievements and progress.
Anxiety and Anger SupportThis 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.
  • Confidence and self-esteem.
  • Improved understanding of the causes of feelings and anxieties.
  • Strategies to support themselves in challenging situations.
Sensory Rooms

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.

  • Emotional regulation.
  • Focus on returning to class.
  • Engagement with learning and peers.
  • Mental health.
  • Reduced distress and discomfort.
Nurture Groups

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.

  • Focus and engagement with learning.
  • Social and communication skills.
  • Confidence and self-esteem.
  • Focus on self-regulation, taking pride in their work and achieving personal goals.
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.

  • Self-esteem and confidence.
  • Mental wellbeing.
  • Skills to understand and regulate emotion.
  • Focus and engagement.
  • Reduce stress and burnout.
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.
  • Confidence for interviews and work experience.
  • Communication skills in general.
  • Communication skills for the workplace/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.

  • Self-esteem and confidence in social situations and interactions.
  • Improved peer interactions and reduced conflict.
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’. 
  • Improved communication and information processing skills.
  • Understanding of situations / people.
  • Improved analytical skills and ability to infer.
  • Improved confidence with work and social situations.
LEGO Therapy

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.

  • Communication and social skills.
  • Team work.
  • Giving and following instructions.
  • Taking turns and sharing.
  • Problem-solving skills.
  • Vocabulary.