Interventions

Interventions 2017 - 2018  Mrs Lisle

At Ash Grove we pride ourselves on the early identification of children who have barriers to learning.  

Interventions put in place stem from careful analysis of pupils’ progress, specific approaches are chosen, flexible planning of programmes within these approaches and thorough training of key staff.  Effective monitoring and evaluation of the interventions is paramount and ensures the impact is successful.

Here is an overview of some of the interventions put in place:

ECaR

Reading Recovery is a well-established intervention scheme for children with reading difficulties.  The programme provides daily half-hour sessions with Miss Roberts, our specially trained Reading Recovery teacher, and targets six-year-olds who are in the bottom 20% of their class in terms of reading.  

Pulling It Together

Supporting children to effectively consolidate their phonic knowledge and apply their skills within a reading and writing context.

Motor Skills

Motor skill interventions improve fundamental movement skills of children.

Fisher Family Trust Wave 3

This is an early intervention for children who have difficulties learning to read and write.  Each child's programme is based on an initial assessment.  It addresses skills and knowledge at word, sentence and text level.  Letter and Word work is always immediately applied to reading or writing continuous text.  The aim is for the child to develop a range of independent reading and writing strategies.

Time to Talk

A programme to develop oral and social interaction skills for reception and KS1 pupils. The programme is designed to take place two to three times a week and focuses on activities which develop the "rules" of interaction. Skills taught include: eye contact; taking turns; sharing; greetings; awareness of feelings; giving; following instructions; listening; paying attention; and play skills. 

Talk Boost

Talk Boost is a new targeted and evidence-based intervention supporting language-delayed children in Reception and KS1 to make significant progress with their communication skills.

Better Reading Partners

The 15-minute sessions three times a week follow a common structure and focus on the development of independent reading strategies. The children are encouraged to discuss the text, they are prompted to problem-solve difficulties and to develop independent reading strategies. Each session follows a similar format of re-reading a known and familiar text, re-reading a book recently taken home, and introducing a new text.

Inference

A reading comprehension  intervention for pupils in KS2 who have age appropriate decoding skills but who are experiencing difficulty acquiring full meaning and enjoyment from their reading.                 

Peer Mentoring

A range of approaches in which learners work in pairs to provide explicit teaching support.  An older learner takes the tutoring role and is paired with a younger tutee. This peer assisted learning is a structured approach and it is used for maths, writing and reading with sessions of 30 minutes twice a week.

You can find out more about each intervention in the document below.