Intervention Map

Intervention objective: To improve the ability to produce legible, fluent and efficient handwriting

How pupils are identified: Class teachers may feel that a pupil is displaying illegible handwriting or cannot sustain legibility over a prolonged period of time.

Who delivers the intervention: TA2

What the intervention looks like: The intervention is split into 3 tiers. Tier 1: Manual dexterity. Tier 2: Letter formation. Tier 3: Stamina for writing.

Duration: Entry assessment followed by 20 minutes per week for a duration of 6 weeks per tier. Week 8 will be exit assessment.

Assessment opportunities: Entry: DASH. Exit: DASH. This intervention may provide evidence towards exam access arrangements if necessary.

Outcomes: Tier 1: Pupils will have good pen control, positioning and fine motor skills. Tier 2: Pupils will consistently be able to form all letters correctly and have a preference for cursive or print. Tier 3: Pupils will be able to sustain legibility during extended pieces of writing.

Intervention objective: To improve dexterity, strength and co-ordination of the small muscles in the hands, fingers and wrists

How pupils are identified: Class teachers may recognise poor cutting skills, poor presentation skills, poor colouring skills or limited co-ordination.

Who delivers the intervention: TA2

What the intervention looks like: The intervention has 3 focus points: functional independence (buttons, zips); strength and dexterity (pincer grasp); bilateral co-ordination (cutting).

Duration: Entry assessment followed by 20 minutes per week for a duration of 6 weeks. Week 8 will be exit assessment.

Assessment opportunities: Entry: Specialist Checklist. Exit: Specialist Checklist. This intervention may lead to a referral to Occupational or Physical Therapy.

Outcomes: Pupils will have developed strength in the small muscles and have more control to complete daily activities within the classroom with increased levels of independence.

Intervention objective: To enable pupils to clearly articulate ideas and engage with others effectively

How pupils are identified: Class teacher may identify that a pupil is struggling to articulate their ideas during classwork, uses heavy pauses in spoken language, or struggles to find the required vocabulary.

Who delivers the intervention: HLTA

What the intervention looks like: Pupils follow a structured programme, created to develop ideas and formulate grammatically correct sentences.

Duration: Entry assessment followed by 20 minutes per week for a duration of 6 weeks. Week 8 will be exit assessment.

Assessment opportunities: Entry: Specialist Checklist. Exit: Specialist Checklist. This intervention may lead to further speech and language referrals.

Outcomes: Pupils will be able to apply their new-found skills into their English work and improve vocabulary. They will be able to answer questions orally and structure their responses with effect.

Intervention objective: To provide a targeted reading and spelling programme to pupils with Dyslexia and/or other literacy needs

How pupils are identified: Class teacher may highlight a pupil’s spelling weaknesses, difficulty retaining information, or discrepancies between oral and written work.

Who delivers the intervention: TA3 with support from TA2

What the intervention looks like: Pupils access a personalised programme, created by IDL, and work through this on a computer.

Duration: Entry assessment. Pupils work through the programme with opportunities for reassessment until their reading and/or spelling age is within suitable limits.

Assessment opportunities: Entry: Dyslexia Profile Assessment. Regular assessments throughout as part of the programme. The assessment showing a reading and/or spelling age within suitable limits is used as exit data.

Outcomes: Pupils will achieve expected reading and/or spelling ages and be able to apply this into their classroom-based learning.

Intervention objective: To understand, recognise and manage emotions, fostering resilience and self-esteem

How pupils are identified: Pupils are referred through a Pastoral Triage system by their Heads of Year.

Who delivers the intervention: TA3 ELSA Specialist

What the intervention looks like: Small group work to explore labelling and understanding emotions. The group focuses on a variety of strategies to use when experiencing complex emotions.

Duration: 30 minutes per week for a half term

Assessment opportunities: Entry: Specialist Checklist. Exit: Specialist Checklist. The qualified ELSA Specialist may determine that a pupil is struggling to engage in these sessions, which may lead to more targeted 1:1 support. This work can support any external referrals or be provided as school-based evidence for formal assessments.

Outcomes: Pupils will develop self-regulation techniques and be prepared and ready for classroom learning.

Intervention objective: To improve social competence and social communication skills

How pupils are identified: Class teachers may identify pupils who struggle with reciprocal conversations.

Who delivers the intervention: TA2 – Qualified Lego Therapist

What the intervention looks like: Pupils work in small groups, facilitated by the qualified Lego Therapist, taking on roles such as engineers, suppliers and builders.

Duration: Entry assessment followed by 20 minutes per week for a duration of 6 weeks. Week 8 will be exit assessment.

Assessment opportunities: Entry: Initial Assessment. Exit: Final Assessment. This intervention may provide information for further speech and language referrals or possible specialist teacher input.

Outcomes: Pupils will have a deeper understanding of social communication, take turns during conversations and develop listening and responding skills. Pupils will have a broader range of vocabulary and be able to give and follow specific instructions.

Intervention objective: Intervention outcomes are specific to pupil need

How pupils are identified: Pupils may have recommendations through EHCPs, external agency reports, or difficulty understanding language identified by class teachers.

Who delivers the intervention: TA3

What the intervention looks like: A 1:1 intervention delivering tailored support identified by Speech and Language Therapists.

Duration: Entry assessment followed by 6 weeks of intervention. Week 8 will be exit assessment.

Outcomes: Outcomes will be extremely specific and tailored for each individual pupil based upon their Speech and Language difficulties.

Intervention objective: To achieve an optimal state of alertness in order to access learning

How pupils are identified: Pupils may be recommended by our Specialist Teacher or through diagnostic reports.

Who delivers the intervention: Specialist Teacher supported by TA2

What the intervention looks like: A range of structured gym-style activities aimed to alert the brain, organise the body and calm the mind.

Duration: Entry assessment followed by 6 weeks of circuits. Week 8 will be exit assessment.

Assessment opportunities: Entry: Sensory Behaviour Checklist. Exit: Amend Initial Checklist. This intervention may highlight the need for further input from Physiotherapy or Occupational Therapy.

Outcomes: Pupils will develop self-regulation techniques and be prepared and ready for classroom learning.