Skip to Content

Intervention Summary

Larmenier & Sacred Heart 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)
- ‘Show and Tell’
- Extra teaching assistant (TA) support in EYFS to model and develop language in play
- Language for Thinking in Years 2 to 5 (Spring 2015)
- Talk Boost (R-Y2)
training TBA
- Speech and Language Therapist (for children with Statements only)
- Social stories
- Individual visual timetable / checklists
- Picture Exchange Communication System (PECS)
- CENMAC (provide assisted communication resources)
- 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 numicon
- 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
- Numbers Count (from Spring 2015)
- Highly adapted curriculum to meet specific needs (where appropriate)
- Educational Psychologist
- Autism outreach service
- Social stories     
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 merit assemblies
- Circle time
- Use of puppets to discuss issues and to promote positive behaviour
- Golden time
- Independent learning opportunities
- Prayer garden for contemplation
- Weekly meditation sessions
- Philosophy for Children (P4C)
- Individual reward system
- Individual positive behaviour book (linked to a motivating reward system)
- Social skills group
- Behaviour contract
- Primary Inclusion Development Service
- Social Stories
- ‘Clam down’ posters and strategies
- ‘Clam down’ area
- Child and  Adolescent Mental Health service (CAHMs)
- Family Support Localities service (FSLs)
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 group
- Targeted handwriting practise
- Occupational Therapy programme
- Physiotherapy programme
- Sensory and Language Impairment Team (SLIT) to support children with visual and hearing impairments



 
      
  
  

      
 


  

     



 



 
      

-