Intervention and Support
We divide the academic year into four periods:
- Autumn 1 (first half of Autumn Term)
- Autumn 2 (second half of Autumn Term)
Interventions are planned and delivered for one period at a time. Prior to each period, we assess the progress and needs of our students, allocate support and inform parents. Following each period, we assess progress, inform parents of outcomes and allocate interventions for the following period.
Literacy intervention is perhaps the most important aspect of our learning support role. It covers all aspects of literacy including:
- reading fluency;
- reading comprehension;
Students are identified for literacy support from reading age assessments that all students take in September of each year. Interventions include:
- 1:1 daily reading to a support teacher;
- 1:1 reading to an older student in Year 10 or 11, three times per week;
- Small group reading intervention using Read Write Inc. This is designed to ‘rescue’ pupils aged 9 and above who are reading below age-related expectations, using a phonics-based approach.
We have found reading frequently to an adult to be the most effective way to improve literacy. By frequently, we mean every day. We are convinced that if students read for 15 minutes per day to their parents or another adult, their reading age will improve significantly.
For students with Dyslexia, improving reading can be a slow process. We therefore use a variety of strategies and resources including:
- ‘Read&write’ software is displayed as a literacy toolbar on all of our computers and can be used by students to read text out, verbally explain unfamiliar words and proof read their own writing;
- C-pens to scan and read back text;
- Chromebooks to record text and check spelling and grammar.
At the end of each intervention period, students that have received literacy support take another reading age test. The end of intervention reading test is slightly different to the start of year screening test. It provides additional information relating to the students fluency in reading and comprehension of text. At the end of each period we report each student’s reading age and level of fluency and comprehension to parents.
Reading age is recorded as months above or below the student’s chronological age.
Fluency and comprehension are categorised as shown:
- Well above average
- Well below average
- Very weak
Additional English and Maths
If a student is experiencing difficulties with literacy and numeracy they may be withdrawn from studying a Modern Foregn Language and follow a curriculum of additional English and Maths when their peers are studying Spanish. This provides an extra three hours per week of literacy and numeracy support. It is possible for students to return to their language study after a period of time in the AEM group if their level of progress allows for this.
Difficulty with handwriting is often linked to wider issues of fine motor control. We engage students in Japanese Calligraphy to deliver the fine motor skills necessary for improved handwriting.
Handwriting is supported by specific small group interventions to students in Years 7, 8 and 9.
Numeracy is supported by in-class support and specific interventions as part of our Additional English and Maths (AEM) curriculum.
In class support is allocated to specific students in each maths class although the support teacher is available to help others in the group when needed. The support teacher ensures that the students understand the work delivered by the teacher and explains things to them at a slower, more manageable rate if needed. We hope that this gives our students confidence so that they make the most of their time in their maths lessons.
As part of the AEM curriculum, students practice their numeracy skills: we revisit number lines, number bonds and times tables. We try to make numeracy fun whilst improving the skills of our learners.
Social and Emotional Support
We understand that teenage years can be very difficult in terms of social and emotional development, we also recognise that some students have experienced trauma and advese childhood expereinces which can directly ipact an individual’s wellbeing. We base our work on the rinciples identified in Maslow’s Hierarchy of Needs, and we have a dedicated team to help students in this area.
Support may be via 1:1 or small group work with a member of our social and emotional team. In addition we provide small group work in relation to social skills and personal interactions. We also have a Nurture Room where students can get support at any time.
We use the Boxall Profile method of assessing students and monitoring their emotional progress. The method uses a two-part checklist to identify the levels of skills students have to enable them to access their learning. The checklist helps us to offer the appropriate support to each student so that they gain confidence, better manage their emotions and enjoy their time as a teenager.
More information about Boxall Profiling can be found at https://new.boxallprofile.org/
The Nurture Suite
The Nurture Suite is always open to students. Some students hold a ‘Nurture Card’ which allows them to visit the Nurture Suite during lessons if they need time out. Any student can visit the Nurture Suite at any other time to speak with our support team. There is always a member of the team present in the suite.