Intervention Summary

Area of needUniversalTargetedSpecialist
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)
– Whole school ‘Active Listening’ strategy
– ‘Show and Tell’
– Speech and Language Therapy support for identified pupils (funded by school)
– Teaching assistant (TA) support to model and develop language
– Checklists / task planners
– Speech and Language Therapist (for pupils with EHC plans only)
– Language for Thinking programme
– Social stories
– Zones of Regulation
– Comic Strip Conversations
– Colourful Semantics 
– Individual visual timetable / checklists
– Picture Exchange Communication System (PECS)
– 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 Inspire Maths (mastery programme)
– 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
– Educational Psychology
– Highly adapted curriculum to meet specific needs (where appropriate)
– Educational Psychology
– Autism outreach service
– Social stories   
– Queensmill outreach
– Jack Tizard outreach 
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 award assemblies
– Circle time
– Golden time
– Independent learning opportunities
– Prayer garden for contemplation
– Weekly class-based collective worship
– Mental Health First Aid trained Teacher and TA
– Individual reward system
– Individual positive behaviour book (linked to a motivating reward system)
– Social skills group
– Drama Therapy
– Emotional Literacy Support Assistant (ELSA)
– Primary Inclusion Development Service
– Social Stories
– ‘Calm down’ posters and strategies
– ‘Clam down’ area
– Zones of Regulation
– Comic Strip Conversations
– Behaviour Support Plan
– Child and  Adolescent Mental Health service (CAHMs)
– Family Support Localities service (FSLs)
– Liason with Virtual School services
Sensory &/or Physical NeedsSchool 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 activities
– Thera-Putty programme
– Targeted handwriting practise
– Touch typing program
– Occupational Therapy programme
– Physiotherapy programme
– Sensory and Language Impairment Team (SLIT) to support children with visual and hearing impairment
– Touch typing program