At Ash Grove we pride ourselves on the early identification of children who have barriers to learning.
The interventions that we put into place stem from careful analysis of pupils’ progress and identification of areas requiring support. Staff are trained to deliver specific programmes, which all include baseline assessment, ongoing monitoring and overall evaluation of the intervention.
Here is an overview of some of the interventions put in place:
Reading Recovery is a literacy programme designed for children aged around six, that enables them to reach age-expected levels within twenty weeks.
It involves a short series of daily one-to-one lessons for 30 minutes with a specially trained teacher. Reading Recovery is different for every child, starting from what the child knows and what he/she needs to learn next. The focus of each lesson is to comprehend messages in reading and construct messages in writing, learning how to use letter and word detail fluently without losing focus on meaning and comprehension.
Research shows that Reading Recovery achieves good results that are swift and long lasting.
Teodorescu Perceptuo Motor Programme.
A programme for developing pre-writing skills in school, for children aged between 3 and 11 years who have co-ordination difficulties.
Word Aware is a structured, whole school approach to promoting the development of children's vocabulary. The programme aims to extend the word learning of all pupils in both spoken and written vocabulary. In addition, small group sessions are used where appropriate, to support children who require extra input to ensure progress.
This is a reading comprehension intervention for pupils in KS2 and KS3 who have age appropriate decoding skills but who are experiencing difficulty acquiring full meaning and enjoyment from their reading. The group intervention involves groups of 4 pupils taught by Teaching Assistants or teachers. Two sessions of 40 minutes a week for ten weeks-a total of 20 lessons- usually produces significant gains in comprehension.
Boosting Reading at Primary (BR@P)
BoostingReading@Primary programme supports the acquisition of good treading skills and is specifically designed to improve the way children read, enabling them to be independent problem-solvers who read with understanding and enjoyment.
It is a ten week intervention programme delivered one to one by a trained adult three times per week. Each session lasts fifteen minutes and includes: practising independent reading skills on familiar texts; ongoing assessment; working on unfamiliuar text with support, leading to independence and understanding.
WellComm is an intervention designed to help school to identify children, up to the age of six years old, who are experiencing delays with speech and language and to support their development through a range of play based actives.
Time to Talk
A programme to develop communication and social interaction skills in reception and KS1 children. The programme is designed for small groups and will take place two to three times per week. It focuses on activities which develop the "rules" of interaction and teaches a range of skills including: eye contact, turn taking, sharing, greetings, emotional literacy, giving and following instructions, listening and paying attention and play skills.
Talk Boost (ICAN)
Talk Boost is an evidence-based intervention which supports language delay in Reception and KS1 children. It enables them to make significant progress with their language and communication skills.
A social skills programme for Children in KS2, who may need support in developing and maintaining relationships. It promotes self esteem, improves listening and language skills, supports expressive skills and improves confidence. The intervention is delivered over twelve sessions to a small group of children.
This is a series of sessions designed to teach friendship skills. It is based on ten stories about characters who live on 'Friendship Terrace'
This programme helps primary aged children to recognise 'Friendship blockers' and 'Friendship builders' and teaches them to use strategies to support them to engage appropriately and therefore develop more positive relationships. This intervention can be delivered in a small groups or with individual children.
Lego-based therapy (LeGoff et al 2014) is an evidence based approach that aims to develop social communication skills, such as sharing, turn-taking, following rules, using names and problem-solving.
Children work in groups of three with each participant having a distinct role to build a Lego model collaboratively:
- 'Engineers' use the Lego instructions and ask the 'Supplier' for the specific pieces of Lego needed
- 'Suppliers' give the 'Builder' the pieces
- 'Builders' follow the building instructions from the 'Engineer' in order to construct the model.
Next Step Cards
Next Step is a tool that helps young people to communicate on their own terms, in their own environment.
Created by both young people and mental health experts, the colourful toolkit provides the perfect platform to enable safe and structured conversations with young people who may be struggling with their emotional health and wellbeing.
How does it work?
Next Step is a set of 52 unique cards, with each card representing a particular mood, thought, action or goal. In a one-to-one scenario, Next Step will take you and a young person on a journey, encouraging them to discuss their thoughts and feelings and empowering them to set their own goals.
Resilient Classroom (Resilient Bucket)
The Resilient Classroom intervention is delivered to children in Key Stage 1 as part of our work to support children’s emotional health and well-being. Some children find it hard to talk about how they are feeling even when they feel really happy, so this intervention aims to boost self-confidence and resilience by encouraging them to talk more confidently about how they’re feeling, what they can do to feel better, and understand what positive emotional well-being means for them.
The sessions take place once a week during the normal school day, and last for 8 weeks. They are delivered to a group of 4 children from Year 1 and Year 2.
The Cool Connections intervention aims to support children to identify and talk about difficult emotions, recognise that it is OK to feel this way, and then find positive and productive ways to manage them. The sessions help children recognise that their perspective can influence their response to different situations, and that turning negative thoughts into positive ones can make a big difference to their emotional well-being. The sessions help children to build resilience and empower them to feel more in control of what they say and do.
Cool Connections is an intervention for Key Stage 2 children. Although the themes and concepts are the same, the sessions are slightly different for Lower KS2 (children in Y3&4) and Upper KS2 (children in Y5&6).
The intervention lasts 7 weeks. It is delivered once a week to a group of 4 children.
JUST DROP IN
Year 6 only. 1 session per week.
Trained counsellor from Just Drop In comes into school once a week to meet with children that have been referred by parents.
Trained counsellors help young people and are trained to listen and find a way to help using a variety of different approaches.
A sensory motor skills programme for children, which provides regular controlled input to specific sensory motor systems, whilst promoting physical, social and emotional development. Delivered to a small group of children on a daily basis, for up to twenty minutes per day .
Motor Skills United
A programme to develop the core skills which underpin all areas of motor development. Activities cover skills such as hand eye co-ordination; core stability, balance, spatial awareness and auditory/visual sequencing.
An intervention which gives children opportunities to practise keyboard skills and therefore increase typing speed. This is accessed through programmes such as Purple Mash and 2Simple. From age 7 - 11.
A bespoke programme for a small group, to discuss scenarios and solutions when moving between key stages, moving to a new school and transition to high school.