Intervention programmes are in place to support pupils on the SEN register, or those requiring specific 1:1 (or small group) support.
Readily available across the school to pupils who require access to additional support are;
Probe Spelling; where pupils are encouraged to overlearn words so that they are able to spell common words quickly and accurately.
Individual Reading; every pupil is given time, in the classroom, to read, teachers will assess children reguarly and monitor the reading level they are currently at.
O.M. Handwriting; Children are encouraged to trace correct formation of letters, to reinforce the style of handwriting use in school.
Oxford Reading Tree; this is the reading scheme we use in school; readers lacking in confidence are encouraged to read these books and answer any questons posed by adults.
Wellington Square; a reading scheme for children requiring reading support, which uses effectve strategies and activities so pupils may approach reading more willingly. The graded vocabulary introduces new words a few at a time and allows the child to become more confident with the words before introducing more.
Orretts Meadow Outreach; selected pupils in school who, following assessment, have a high rating of dyslexia are given intensive support on a 1:1 basis. They recieve an IEP and are given 2 terms to achieve their targets. We have been using this intensive support in school for over six years and have found it to be very effective.
The teaching assistant across Y3/4 also provides support for pupils with SEN, again with literacy and numeracy. This member of staff works on a 1:1 basis, but also leads small group sessions with up to 5 other children to assist them in meeting their targets
Small groups benefit from 3 sessions per week of activities that support children with co-ordination difficulties.
Year 3/4 & 5/6
Small groups meet once a week to work with the school's educational psychologist. They work on issues surrounding friendships and self-esteem.
A teaching assistant works with pupils identified with SEN in both literacy & numeracy on both a small group and 1:1 basis. Her work is differentiated to follow planned teaching delivered to the year group sets and also reflects the relevant year group additional literacy support scheme objectives. Boostering of year 6 pupils takes place in the spring and early summer terms and teaching assistant support gain provides for small group withdrawal at these ties.
Other support later in the spring term follows the further literacy support (FLS) programme and Spring Board maths scheme to supplement teaching in the other sets.
Running alongside these schemes, we also run the SRP (successful reading partnership) scheme which is led by a team of three parent helpers who have received training provided by the school through the LA. This focuses on raising reading attainment of pupils throughout the school through an intensive reading support course.