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Intervention Summary

Larmenier & Sacred Heart Catholic Primary School
Summary of Interventions
 

Area of needUniversalTargeted  Specialist      
Communication & Interaction

- Quality First Teaching
- Communication Friendly Classrooms (all staff trained)
- Differentiated curriculum (planning, delivery, outcomes and activities)
- Use of a range of visuals to support understanding
- Modelling of language
- Pre-teaching of vocabulary
- Opportunities for talk (think, pair, square, share)

- Whole school 'Active Listening' strategy
- ‘Show and Tell’

- Speech and Language Therapy support for identified pupils (funded by school)

- Teaching assistant (TA) support to model and develop language

- Checklists / task planners

 

- Speech and Language Therapist (for pupils with EHC plans only)

- Language for Thinking programme
- Social stories

- Zones of Regulation

- Comic Strip Conversations

- Colourful Semantics 
- Individual visual timetable / checklists
- Picture Exchange Communication System (PECS)
- Autism outreach service

Cognition & Learning- Quality First Teaching
- Differentiated curriculum (planning, delivery, outcomes and activities)
- Use of visual aids and modelling of strategies
- Use of practical resources and support materials
- Whole school training in Inspire Maths (mastery programme)
- Writing frames
- Pre-teaching of key vocabulary and key skills
- Daily synthetic phonics programme, pupils taught in phonics phases (Reception - Year 2)

- TA support in class for literacy and mathematics
- Daily reading support with TA
- Weekly reading support with volunteer reader
- Literacy support groups led by a Higher Level TA
- Literacy support groups led by a Teacher
- Maths support groups led by a TA
- Maths support groups led by a Teacher
- Project X-Code reading support programme

- Educational Psychology

- Highly adapted curriculum to meet specific needs (where appropriate)
- Educational Psychology
- Autism outreach service
- Social stories   

- Queensmill outreach

- Jack Tizard outreach 

Social, Emotional & Mental Health

- Whole school behaviour policy focused on positive behaviour
- School/class rules created by pupils
- Class/school reward systems
- House points and award assemblies
- Circle time
- Golden time
- Independent learning opportunities
- Prayer garden for contemplation
- Weekly class-based collective worship

- Mental Health First Aid trained Teacher and TA

- Individual reward system
- Individual positive behaviour book (linked to a motivating reward system)
- Social skills group

- Drama Therapy

- Emotional Literacy Support Assistant (ELSA)

- Primary Inclusion Development Service
- Social Stories
- ‘Calm down’ posters and strategies
- ‘Clam down’ area

- Zones of Regulation

- Comic Strip Conversations

- Behaviour Support Plan

- Child and  Adolescent Mental Health service (CAHMs)
- Family Support Localities service (FSLs)

- Liason with Virtual School services

Sensory &/or Physical Needs

School designed and built to fulfil the accessibility requirements of the Disability Discrimination Act.

Provision includes: 

- lift with low level control
- disabled toilets
- hand rails on stairs
- child height handles on doors
- induction loop
- wide doorways
- clear signage
- fully accessible outdoor/indoor space                    
 

- flexible teaching arrangements and differentiated curriculum where necessary
- use of adapted implements, e.g. pencils, scissors, cutlery

- Fine motor skills activities

- Thera-Putty programme
- Targeted handwriting practise

- Touch typing program

- Occupational Therapy programme
- Physiotherapy programme
- Sensory and Language Impairment Team (SLIT) to support children with visual and hearing impairment

- Touch typing program



 
      
  
  

      
 


  

     



 



 
      

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