Menu
Home Page

Provision Map

Summer Term Intervention Provision Map

April- July 2017

 

 

 

Intervention:

Criteria for support:

Delivery:

 

 

Bright Maths

(Maths)

 

Aimed at pupils in KS1 and KS2 who are struggling with basic numeracy concepts. A detailed assessment of a child’s performance aims to identify and teach to difficulties with numerical concepts The assessment process is based on the Bright Numeracy Assessments.

 

1:6

4 x 30 min sessions

 

 

Speed Up!

(Handwriting)

A kinaesthetic programme to develop fluent handwriting for children in KS2.

 

Aimed at children whose writing can be characterised as; laboured, slow, illegible, lacking fluency, an uncomfortable mixture of print and cursive lettering. This may/will include children with DCD, dyslexia or ADHD.

 

1:3

1 x 1-hour teaching session and

3 x 20 min practice sessions

 

Write From The Start (Handwriting)

Developing the fine motor and perceptual skills for effective handwriting.

 

Aimed at children in KS1 (ideally children aged between 4 years and 6 months and 5 years and 6 months) with motor co-ordination weakness and children with mild to moderate learning difficulties.

 

1:4

5 x 15 min sessions

 

Write Away Together

(Editing and improving writing)

Aimed at children from Y2-6 who show consistent difficulties with writing.

Write Away Together aims to:

  • Provide a clear structure for writing support
  • Improve writing at text, sentence and word level
  • Embed strategies that will improve children’s independent writing
  • Use AfL to improve writing
  • Assess the progress of children’s writing skills over time

 

This intervention is a partnership approach to improve children’s’ writing. It provides an opportunity for children to edit work completed in their English lesson with 1:1 support.

1:1

2 x 20-30 min sessions

 

SERI

(Reading and Writing)

Daily, targeted support to develop early reading and writing skills. This programme aims to equip the child with a range of strategies aiming to ensure that they become independent readers and writers.

 

Priority for Y1 pupils reading a red book band level book (RR 3,4,5) who need to develop early reading and writing skills.

1:1

5 x 30 min sessions

 

MSU

(Motor Skills)

An Occupational Therapy Programme aimed to integrate and develop Motor and Perceptual Skills which impacts on learning and handwriting. Non-competitive practical fine and gross motor skill activities. Primarily for children who need to:

  • Improve balance and coordination
  • Improve confidence and self esteem
  • Improve handwriting and dexterity
  • Improve sequencing and organisational skills
  • Improve visual and auditory perceptual skills

Many other core skills are also likely to improve, having a direct effect on learning, concentration and class participation.

 

Aimed at pupils who have developmental co-ordination disorders (dyspraxia). Pupils who have difficulties with co-ordination, handwriting, self-esteem, spatial and body awareness.

1:6

3 x 30 min sessions

 

Inference

(Reading and Comprehension)

 

For children in Y2-6 who have a lower comprehension age than their reading age and as a result are struggling with understanding what they read.

 

Aimed at children who are good readers e.g. their reading age should be similar, or higher, than their chronological age.

1:4

2 x 45 min sessions

 

 

Language Link Groups

 

All Children are screened at the beginning of their Reception year using the computer based Language Link assessment. This looks at their receptive language skills in the following areas:

  • Following instructions
  • Pronouns
  • Negatives
  • Questions
  • Verbal reasoning
  • Association

The programme places the children into groups based on their level of need and language link groups are then run throughout the year to work on the development of the identified skills. The children who have been accessing groups are then reassessed to determine the level of progress made and inform plans for future input.

 

The Language Link assessment is then also used throughout KS1 and KS2 to screen children who are new to the school, those who have a new identified Speech, language and communication need and to monitor those children who have been previously been involved with the groups. Language Links groups are set up throughout the year groups to meet any current need.

 

The KS2 assessment also includes the following areas of higher level receptive language skills:

  • Complex Sentences
  • Narrative Inference
  • Figurative Language

1:5

1 x 30 minute session

 

Phonological Awareness

Aimed at children in EYFS/KS1 who have difficulties with phonological awareness skills which is impacting on their literacy or speech sound production skills.

The sessions focus on the development of active listening, rhyme awareness, syllable segmentation and the identification of phonemes within words.

1:5

1 x 30 minute session

 

Lego Club (Lego based Therapy)

Aimed at children in KS2 who require intervention to develop and reinforce understanding, spoken language and social communication skills. (particularly relevant for children with a diagnosis of ASD)

Focus is on understanding and giving spoken instructions, awareness and use of verbal and non-verbal communication, joint attention skills, turn-taking and collaborative problem-solving.

Children complete a ‘Talking Mat’ to rate their own skills at the beginning and end of each session to enable them to review their skills, increase independence and have input in setting their own targets.

1:4

1 x 30 minute session

 

Narrative Therapy

Narrative Therapy is a structured programme for teaching questions and narrative skills. The programme is split into different age groups and includes group sessions suitable for nursery, Reception, KS1 and KS2 aged children. Children are placed in these groups when they are identified as needing to develop their vocabulary knowledge and use, spoken language skills, sequencing and spoken or written narrative/story building skills.

 

1:4/5

1 x 30 minute session

 

Core Vocabulary Therapy

Aimed at children in nursery and reception who present with significant difficulties with their Speech sound production skills. 50 words that are functionally ‘powerful’ for the child are chosen and flash cards that are colour coded in to categories with photographs alongside the written word are made. Each week ten words are selected from the list and best production is drilled in twice-weekly sessions. Use of Makaton, syllable clapping, repetition are used alongside speech to gain production closest the target. Aim is to impact on overall intelligibility of speech

 

1:1

2 x 10 minute sessions

 

 

Top