You will find below some brief information about the various interventions we deliver in order to support all learners, if and when appropriate. If you wish to discuss any of your child’s support programmes please do not hesitate to speak to Mrs Hopker (SENCO).
A computer programme that is used to test children who are having difficulties in producing target sounds. Following testing, where there are any difficulties identified, support will be provided by Teaching Assistants to support difficulties. On occasions the test may show that a child needs to be referred, with parental consent, to the Speech and Language service for additional guidance and/or intervention.
A computer programme that is used to test children who are having difficulties acquiring and/or understanding language. Following testing, where any difficulties are identified support will be provided by Teaching Assistants to support these difficulties. On occasions the test may show that a child needs to be referred, with parental consent, to the Speech and Language Service for additional guidance and/or intervention.
Following referral from the school or by a medical profession, sometimes it is necessary that children are seen by the speech and language service. Individualised programmes may be submitted to the school by a Speech Therapist assigned to this school and then the programmes are delivered by our Teaching Assistants. These programmes can include speech sound production, language development and social skills, depending on the child’s needs.
Fizzy is a gross motor skills programme developed by Occupational Therapists to develop three areas; balance, ball skills and co-ordination. Clever Hands is a programme that focuses on fine motor control and handwriting. Both of the programmes are delivered by teaching assistants. Children facing mild to moderate motor coordination difficulties need to complete 50 sessions of either or both of the programmes before a referral can be made to the Occupational Therapy Service. Occasionally Occupational Therapists will come into school to run intervention programmes for pupils needing specific support.
Nessy is an interactive computer programme that helps children with reading, writing and spelling skills for those who are facing difficulties, where pupils are able to work through at their own speed. It provides children with the confidence, enthusiasm and enjoyment to succeed. Nessy is especially designed for pupils displaying dyslexic traits. The programme is run on a 1:1 basis with a Teaching Assistant.
SEAL stands for Social and Emotional Aspects of Learning. It is a specifically focussed programmes designed to promote social and emotional skills that are shown to have a positive impact on pupil’s attitudes and behaviour. For example when following the SEAL programme results have been seen where pupils are able to have higher self-esteem and confidence, they are happier and get on better with each other, they are more engaged in learning, quieter pupils become more assertive and confident, and there is better behaviour and improved attendance. SEAL aims to develop five main areas; self-awareness; empathy; social skills; motivation and managing feelings. SEAL is delivered by Teaching Assistants in small groups to identified pupils.
Numicon is a multi-sensory approach to maths and uses structured apparatus (number shapes and rods) to represent numbers. The shapes provide pupils with an understanding of number values which is not provided by written numerals. By seeing and feeling how the Numicon patterns connect together they are able to develop a mental image of numbers. Numicon is used with those pupils who need a multi-sensory approach for whole class teaching, small groups and for individual support.
Social skills are the skills we need to interact and communicate effectively and appropriately with the people around us. Sometimes children have difficulties with skills such as eye contact, asking and responding to questions, difficulties interpreting verbal and non-verbal social cues, lack of empathy towards other and difficulties initiating social interactions. Sometimes children have difficulties in making and keeping friends and research has shown that social skills can be effectively taught to children. Therefore there will be times, especially when recommended from outside agencies, that children need to take part in a social skills group to help develop these necessary skills for successful interactions with adults and peers. Groups are run by a teaching assistant.
Social stories are sometimes used for children who are finding it difficult to understand social situations and are finding it difficult to understand what others may be thinking, wanting or believing. Social stories are sometimes used to help pupils ‘put themselves in another person’s shoes’ with the aim that they are less confused about the social world around them. Social stories are normally used following recommendation from outside agencies.
Rainbows is a support group for children who may be struggling with managing their feelings, working through grief, lack of self-esteem and changes within their family structure. Rainbows is run by trained teaching assistants. Rainbows is available to children who are part of a single parent family, a step-family, have experienced death of a loved family member or those who are suffering from low self-esteem and need to build up confidence.