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Interventions 'Tiers'

Enablement Strategies

Through the promotion and use of individualised enablement strategies, the Intervention Team support the child's holistic approach in striving to secure positive relationships within our school community and engage in learning in order to access successful childhoods and adulthoods.

Tiered interventions are through:

Staff led interventions

  • Smaller class teaching, curriculum and programmes of learning
  • Learning interventions such as reading, writing, numeracy (Teachers and TAs)
  • Behaviour Support (School Staff using StepOn and StepUp)
  • Rebound Therapy
  • Social Skills interventions

Local Authority Specialist Advisory Team interventions

  • Hearing Impairment (Local Authority)
  • Visual Impairment (Local Authority)
  • Educational Psychology (Local Authority)
  • Attendance Improvement Officer (Local Authority)
  • StepOn and StepUp support (Local Authority)

DSPL8 interventions

  • Downs Syndrome

National Health Service (NHS)

  • Speech and language interventions (NHS)
  • Physiotherapy (NHS)
  • Occupational Therapy (NHS)

Private Specialists We Buy In

  • National Autistic Society (Moderation and Assessment)
  • Counselling (SafeSpace)
  • Therapy (SafeSpace)
  • Art Therapy (SafeSpace)
  • Drama Therapy (SafeSpace)
  • Careers Guidance (Connexions)
  • Post-16 Preparing for Adulthood (Connexions)
  • Work related learning offsite 
  • Sensory and OT intervention (Kids in Sync)
  • Alternative Training placements


Through these services, we offer the following interventions:

  • Assessments
  • Social stories and comic strip stories
  • Sensory Play, Sensory Circuits sensory diets
  • Sensory Integration Occupational Therapy (SIOT)
  • Attention Autism
  • Lego therapy
  • Sensory stories
  • Social Skills groups
  • Rebound Therapy
  • Music Therapy
  • Yoga
  • Smart Moves (Motor Skills Development Programme)
  • Speed Up (kinesthetic handwriting programme)
  • Ready Set Remember (auditory memory programme)
  • Fine and Gross Motor Intervention (NHS OT programmes)
  • Various Pastoral Groups


St Luke's School 'Tiers' of Intervention:

Tier One: Universal (everyone in our special school)
Tier Two: Specific Programmes (small groups)
Tier Three: Specific Programmes with External Professionals (small groups and individual work)
Tier Four: Targetted Interventions with External Professionals (individual, bespoke programmes)


Intervention Process

Following identification of pupils for intervention, The Intervention Process will be followed as a guideline:

  • Intervention Identification can by through teacher observations, pupil progress meetings, the wider staff team and external professionals.
  • The Leader of Interventions in consultation with The Mental health and Safeguarding Lead, and other professionals will decide on what intervention will be put in place, what the outcome will be, who will facilitate that intervention.
  • The class and intervention teams will determined the goals, and how impact will be monitored. (Other therapy services will determine will be responsible for this process).
  • Parents will be informed of the intervention.
  • During the intervention, the facilitator will monitor the pupil’s progress and will meet with the Leader of Interventions on a weekly basis.
  • At the end of the intervention, outcomes will be reviewed with next steps/advice recorded.

At the end of each half term, the interventions will be reviewed and any necessary modifications and tweaks will be made. At the end of each term all interventions will be evaluated and discussed in pupil progress meetings.


Intervention in School

Our intervention curriculums uses a tiered model.  The tiers of intervention caters for a range of escalating need. After the referral process, the pupils will access the appropriate intervention if needed. Tier 1 is the intervention over and above the strategies identified in EHCPs and Pupil Profiles and delivered by class teams, Tier 2 is intervention delivered by the intervention team and external professionals deliver Tier 3. These tiers of provision enable our learners to access the curriculum effectively in order to make maximum progress.


Speech and Language Therapy (Tier 3)

Developing functional understanding of language is integral for the learners, many of whom have a diagnosed communication need. The Speech and Language Therapist is able to offer support with strategies and upskill in communication strategies bespoke to the needs of the children in school. Most of Speech and language Therapy is integrated, the therapists work alongside teachers and learning support focusing on whole class, group and individual intervention. The therapist also conducts more formal and full language assessments, making recommendations and setting specific targets for individuals.


Occupational Therapy (Tier 3)

The NHS Occupational Therapist works with an integrated approach to therapy advising on interventions for named individuals that can be embedded within the environment and curriculum (e.g. using specific seating to help ‘ground’ a child, suggesting specific fine motor skills activities).

The Sensory Integration Occupational Therapist  conducts more formal assessments of sensory and fine and gross motor skill need as required from this bespoke programmes can be developed to meet the physical and sensory needs of the students. The SIOT also advises on individual, group and whole class interventions that can be embedded within the environment and curriculum.


Sensory and OT Support (Tier 2)

The impact of sensory processing, co-ordination, sensorimotor difficulties or impairment of the senses not only hinders learning and cognition but can have a pervasive and serious effect on the emotional well-being of children and young people, and further impacts life chances in adulthood. It is also important to be aware that physical and sensory difficulties are unlikely to resolve without additional support. Any programmes prescribed by the OT and SIOT that cannot be embedded or integrated into classroom learning (Tier 1 intervention)  are delivered by The Sensory and OT Support. They also use the Smart Moves Programme to assess individuals and deliver the appropriate programme. Sensory and OT Support also deliver Sensory Play (a programme that targets children’s auditory, visual, touch and proprioceptive senses).


Wellbeing Support (Tier 2)

Students may demonstrate difficulties with emotional regulation and/or social interaction and/or experience mental health problems. Pupils and students who have difficulties with their emotional and social development may have immature social skills and find it difficult to make and sustain healthy relationships. The Wellbeing Support address different aspects of wellbeing such as: anger management, self-regulation, boosting self-esteem, confidence building, resilience and coping with anxiety. They also facilitate Friendship groups that teach the social skills needed to make and sustain peer relationships; to provide children with opportunities for learning about issues relevant to peer friendships, such as conflict resolution and bullying; and to teach children the social skills necessary for friendship formation and maintenance.

9¾ Intervention Team also delivers Speed Up (a kinaesthetic handwriting programme) and Ready Set Remember (a programme that teaches active strategies that work within the auditory memory capacity for a particular student). 


Communication and Interaction


What is the Strategy?

How strong is the evidence?

Delivered by?

Lego Therapy

Peer-mediated social skills training: Naturalistic group based activity, which incorporates teaching and demonstration of appropriate social communication skills.

Moderate evidence that this can increase social communication

Speech and language Therapy (Tier 3)


Teaching focused social skills training: Adult-led groups with direct teaching based on social skills.

Moderate evidence this strategy can increase socialization and communication skills

93/4 team (Tier 2)

Social Scripts, Social Stories and Comic Strip Conversations

Visual Strategies: Social Scripts includes prompts to use specific language during social interaction. Social Stories describe social situations to help individuals respond appropriately or prepare for new experiences. Comic Strip Conversations are simple visual representations of conversation. They can show the things that are actually said in a conversation, how people might be feeling and what people's intentions might be.

Moderate evidence that Social Scripts improve social communication skills.

Promising evidence on the use of Social Stories and Comic Strip Conversations


Class team (Tier 1) (93/4 team can support in development of Scripts, Stories and Conversations)