Intervention

Social Skills programmes/support including strategies to enhance self-esteem

• Regular circle time
• Support from the Learning Mentor
• Occasional use of Circle of Friends
• Intervention from the Child and Adolescent Mental Health Service (CAMHS) for children and parents on referral.

Access to a supportive environment – IT facilities/equipment/resources (inc. preparation)

• Use of interactive whiteboards.
• Regular access to computers and I pads
• Touch typing club before school for targeted children.
• Provision of resources to enhance independent learning where appropriate e.g. easy grip pens and pencils, dyslexia friendly exercise books

Strategies/programmes to support speech and language

• Assessment by the Speech and Language Service on referral.
• Sometimes we run listening skills groups.

Mentoring activities:

• Use of peer modelling and mentoring.
• Peer mediators for support during lunchtimes and playtimes.
• School Council
• Circle Time
• Occasional use of Circle of Friends where appropriate
• Referral to the Learning Mentor where appropriate

Access to strategies/programmes to support Occupational Therapy/Physiotherapy needs:

• Assessment by and intervention from an Occupational Therapist/Physiotherapist, on referral
• Where appropriate, implementation of individual OT/Physiotherapy support and intervention programmes by school staff for those children in receipt of these services.
• Provision of support resources where required.
• We have 2 disabled toilets and where agreed by parents and external professionals, pupils may have access to them.
• Where agreed parents or health professionals may accompany a child to the disabled toilet.
• Where we are able we will store mobility equipment on site during the school day – e.g. wheelchair.

Strategies to reduce anxiety/promote emotional wellbeing (including communication with parents)

• All staff trained in Safeguarding Children and young people.
• Referral to the Learning Mentor where appropriate
• Referral to CAMHS through CAF or GP where appropriate
• Collaboration and communication with all external professionals involved with children, as appropriate.
• Meetings between School Staff and the school nurse where concerns can be shared and then followed up as appropriate.
• Occasionally individuals have support at times of high anxiety where agreed with an external professional and the parents.

Strategies to support/develop literacy inc. reading:

• Group support in class through guided reading.
• Use of specific intervention programmes e.g. ‘Quest’, Sounds~Write, RML, Writers workshop.
• Sometimes we run booster Literacy classes
• Touch typing club before school for targeted pupils.
• All staff trained in using dyslexia friendly strategies in the classroom.
• Referral to the Specific Learning Difficulties team (SpLD) as appropriate.

Strategies to support/modify behaviour:

• Consistent implementation of the school’s behaviour policy.
• A restorative and rights respecting approach to sorting out any conflicts.
• Close collaboration with parents/carers
• Occasional Restorative Justice Conferences where appropriate
• Referral to an appropriate agency such as Targeted Family Support, CAMHS, New Woodlands School.

Strategies to support/develop numeracy:

• Small group support in class through Guided maths.
• Using ‘Maths Makes Sense’ as part of our maths curriculum
• Use of the  ICT ‘Mathletics’ programme
• Some year groups are grouped by ability for maths, with additional staff available.
• Sometimes we run booster classes in maths.
• Occasionally individuals are given extra support in maths.

Provision to facilitate/support access to the curriculum:

• Appropriate differentiation of tasks and activities.
• Small group support in class from class teacher and Teaching Assistant where required.
• 1:1 support from an allocated Learning Support Assistant for children with Statements of Educational Needs.

Strategies/support to develop independent learning:

• Implementation of specifically tailored support strategies and programmes
• Pre- teaching of new concepts and vocabulary for specific groups
• We teach thinking skills e.g. De Bono’s thinking hats.

Support/supervision at unstructured times of the day including personal care:

• Play leaders initiating and supporting activities during lunch break.
• Peer mediators for support during lunchtimes and playtimes
• Teaching Assistants supporting in the lunch hall.
• Sports Coaches offer additional activities at Lunchtime.

Planning and assessment:

• Differentiated learning activities.
• Referrals and CAF referrals to external agencies/social care as required.
• Incorporation into planning of recommendations and advice provided by external agencies.
• Underlying ability assessments and other appropriate assessments undertaken by the SENCo as required.

Liaison/Communication with Professionals/Parents, attendance at meetings and preparation of reports:

• Liaison with wide range of professionals.
• Target and progress meetings with parents.
• Sharing of professional reports with parents.
• Identification of needs requiring referral to external agencies.

Access to Medical Interventions:

• Some Members of staff trained in First Aid.
• Referral to and liaison with medical professionals as appropriate and as required.
• Individual care plans for children with medical needs and allergies.
• We will store medication for life threatening conditions on site once a care plan has been agreed with medical staff and parents/carers
• Some staff have training in Resuscitation and Epipen use.