Back 2Waves of intervention

 

‘WAVES’ OF INTERVENTION AVAILABLE AT SOLENT JUNIOR SCHOOL

Throughout their time at Solent Junior School children may receive varying levels of support according to their changing needs and circumstances. The information in the table below is a guide to the ‘typical’ levels of provision as such levels of support and provision will vary across time for individual children in response to their individual needs.

Solent Junior School provides a graduated response to each child dependent on the level of need. These are often referred to as waves of intervention.

Wave 1 Quality first teaching through differentiation in Literacy and Numeracy lessons.

Wave 2 Small group support for those pupils who are achieving below age expected levels.

Wave 3 Focused, individualised programmes for pupils achieving well below age expected levels.

 

 

 

Cognition and learning

Whole School Approach- Quality First Teaching

(Wave 1 intervention)

Targeted support for individuals or small groups

(Wave 2 intervention)

Specialised individual support (according to need)

(Wave 3 intervention)

 

 

Quality First Teaching in every classroom through

Access to varied and stimulating curriculum.

Individualised teaching approaches based on needs.

Variety of teaching styles to stimulate all learning styles.

Range of technology to support and aid teaching.

Setting groups with other needs.

Small guided groups.

Opportunity for independent work.

Additional adult (LSA) based on need.

Additional teacher for smaller groupings in Y5 & Y6.

Booster groups.

Small group reading support – daily

Handwriting – small group.

Teodorescu handwriting programme.

Small group targeted intervention linked to specific areas of learning need linked to whole class lessons.

Springboard Maths

Rapid Writing.

Booster groups.

Rapid Maths

Toe by Toe –

Rapid Writing

Power of 2 – maths

Plus 1 – maths

Hornet – spelling

Wave 3 maths

Catch-up reading

Semantic links

Listening skills

Precision Teaching

Numicon

IEPs

Access to Educational Psychologist.

Access to SpecialistTeacher Advisor.

Application for Statement of SEND/EHC Plan.

 

Communication and interaction

Whole School Approach- Quality First Teaching

(Wave 1 intervention)

Targeted support for individuals or small groups

(Wave 2 intervention)

Specialised individual support (according to need)

(Wave 3 intervention)

Teachers’ awareness of a child’s need.

Visual timetable.

Memory bags.

Clear verbal instructions.

 

QFT approaches to develop use of language – resources – word banks – simple instructions –

 

Work stations for children with ASD.

Classroom organisation to support pupils with ASD.

Speech and language programme from Speech Therapist.

 

Social skills groups – using Socially Speaking materials.

 

ELSA work – dependent on level of need.

 

Photography group.

Semantic links programme

Listening skills

Social stories.

Social skills may begin with 1:1

Support from speech and language therapist.

MABS.

Time out place.

Speech and Language referral.

Application for Statement of SEND/EHC Plan.

 

 

 

Social, Mental

and

Emotional health

Whole School Approach- Quality First Teaching

(Wave 1 intervention)

Targeted support for individuals or small groups

(Wave 2 intervention)

Specialised individual support (according to need)

(Wave 3 intervention)

Class seating reflects needs of some children.

Rewards and sanctions.

Weekly merit system (a weekly focus celebrated).

Termly “golden child” assembly and celebration.

Visual timetable and classroom routines.

Small group activities.

Opportunities to talk about feelings, concerns.

Minimal disruption of routine.

Behaviour targets / charts

IEP for behaviour – monitored as for any other IEP.

ELSA support and social stories.

Support / advice from MABS

Time out place.

PSP

Exceptionally a support worker

EP advice

CAMHS

MABS

Specific workstations for high end needs.

Application for Statement of SEND/EHC Plan.

 

Sensory and / or Physical

Whole School Approach- Quality First Teaching

(Wave 1 intervention)

Targeted support for individuals or small groups

(Wave 2 intervention)

Specialised individual support (according to need)

(Wave 3 intervention)

Whole school approach.

Audit of environment to consider adaptations.

Modification of organization, routine and environment.

Hand-gym activities

Appropriate resources.

Access to space for therapy if necessary.

 

Specific support for fine motor control including handwriting programme.

Hand gym.

BEAM.

Gross motor programme from physiotherapist.

Targeted small group/individual intervention to address specific needs such as self-help skills, independence, touch typing etc.

Physical aids where necessary.

Follow advice of specialists.

OT referral and programme Physiotherapy

Access to signers

Teacher advisers for hearing and sight

Speech and language therapist

Support for Down Syndrome Footprints

Adaptation to building

LSA support for break times and lunch times.

Medical training for children with specific medical needs.

BEAM.

Specialist nurses.

Place for checking equipment.

Place to store specialist equipment.

 

 

 

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