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What interventions are used to support children with SEND?

Sometimes it may be appropriate to teach your child out of the classroom individually or as part of a small group for a specific intervention designed to accelerate the child’s learning.   We use the following interventions to support this.

 

Communication and interaction

·         On entry to reception all children are screened for Speech and Language difficulties using The Wellcomm screen. Children are then given intervention support for this where needed. 

·         Children can be referred to the Local Authority Speech and Language Therapists for specialist support.

·         Programmes of work are created by the Speech and Language Therapists which are shared with class teachers and Learning Support Assistants who are able to continue provision between visits.

·         Some children receive specific teaching and support around social communication and interaction through the following:

·         Social stories.

·         Zones of Regulation intervention


Cognition and Learning

 

Maths

·         Plus One

·         Power of Two

·         First Class Maths

·         Talking Maths

·         Use of IT – Mathletics.

·         Numicon.

·         Booster classes with qualified, experienced teachers.

 

Literacy

·         Small group/individual support – e.g. additional guided reading sessions

·         Regular assessments of phonic or ‘whole word’ knowledge to support targeted intervention.

·         Beat Dyslexia

·         Dancing Bears materials.

·         Nessy - a reading and spelling Programmes.

·         Acceleread / Accelewrite.

·         Fischer Family Trust.

·         Booster classes with qualified, experienced teachers.

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 Social, Emotional and Mental Health

·         Targeted 1-1 work with Family Support Practitioner

·         ‘5 minute chat’ at the beginning and end of the day where a child is able to offload any anxieties or frustration so that they are learning ready at school and not going home with unnecessary negative feelings about the school day.

·         Attendance at early morning ‘Hub’ if children find coming into school difficult for a variety of reasons.  This gives a ‘soft start’ to the day and helps children to be learning ready when they go to class.  This is by invitation.