Learning Interventions

Learning Interventions support children's metacognition - how they think and understanding how they learn. These strategies form part of the whole class teaching as well as through specific programmes of support in 1:1 sessions.

Academic Interventions

Specific academic interventions are determined through collaboration with class teachers and our Interventions Lead. Strategies are collaborated on with the speech and language therapists with regard to communication needs.

Interventions can be diagnostic in order to identify specific issues and holistic. They seek to enable progress despite barriers to learning, for example, children who cannot decode but are able to show good comprehension will be stretched further.

Diagnostic analyses of test results are used to identify particular aspects of individuals' difficulties to inform teaching and learning. An example is through the WRIT testing, where a pupils' language ability is 4-5 years, though has an overall ability in English of StAPPS Phase 15/ National Curriculum Level 2b. This would tell us that in line with her/his cognitive ability in this area of learning, this child is exceeding expectations as a 5 year old child would be working at StAPPS 8/ National Curriculum level 1c. S/he would however, be working at a substantially lower level than her chronological age expectations. Although her/his 'working age' is lower, we would be ensuring she is stretched further, with age-appropriate resources to continually engage her/his interest and learning opportunities.

Sensory Needs Interventions

Our staff in our sensory and interventions area (which we call our Nine and Three Quarters Department) work with therapists and other professionals to determine holistic support and strategies that help the individual access learning and social situations.

Sensory interventions in 9 3/4
Sensory Needs Interventions