La Mare de Carteret Primary School Enjoy, Learn, Succeed

Get In Touch

Log In Log in

Can’t find what your looking for ?

Translate / Traduire / Übersetzen / Tłumaczyć / Išversti / Tulkot / Traducir

Listen & Communicate

Intervention groups

Intervention groups

At our school we offer a wide range of interventions groups to ensure that all of our pupils receive the right kind of learning package to help them navigate through their learning journey.  These groups consist of reading, literacy, maths, behavioural, nurture and speaking and listening.  Your class teacher or the Inclusion and Well Being Manager  (Mrs Sue Morgan) will guide you through should your child need any of the interventions during their school career.


Literacy Intervention 


Aim: To provide children who are struggling with aspects of literacy, in particular reading and spelling.


Selection criteria: LIS support is for children who have been flagged up by class teachers or SENCo as needing extra support with reading and spelling within a small group where the work is individualised. The children work at their own speed and level, building the skills and knowledge that they need to make their next steps in learning. They work with books, games and computers.


So that the work can be practised resources such as specialised equipment, worksheets and reading books are available to use in the classroom and to take home.


Each child receives a folder to take home in which contains a task or activity to complete at home plus a home-school book so that the parents are aware of what the child is learning and what they may need help with. Parents are encouraged to write in this book as well as the LIS teacher.


Measuring impact:  Entry and exit assessments (Salford and SWST) are completed to give a standardised Reading and Spelling Age score.


A QUEST assessment is completed for the younger children, which highlights any auditory, visual and verbal difficulties.



Target Readers-KS1


Aim: To raise reading levels across the school of those children who are rarely or never heard to read at home.  


Selection criteria:  Left to the discretion of the class teacher.  


Measuring impact:  Salford test can be carried out.  Entry and exit levels can be used.  


ECOF readers Y2


Aim: To provide regular and frequent (twice a week) reading support for children by an interested and well trained volunteer adult who has been trained using the same principles as Better Reading Partnership.


Selection criteria: The children are chosen by the class teachers, in conjunction with the Literacy lead, usually those children that are reading at a level just below where they should or could be, or children who appear to have plateaued in their reading levels.  Often children who do not read or supported particularly often at home are targeted


Measuring impact: Reading progress is tracked through usual measures such as class teacher assessment of reading level, also the class teacher may notice an increased level of enthusiasm and confidence in reading ability.

The targeted readers are reviewed every half term.  


Literature Circles


Aim: To provide small groups of student opportunities to discuss a piece of literature in depth. The discussion is guided by student's response to what they have read.


Selection criteria:  All children will be given the opportunity to access the programme and groups could be mixed ability. 6 children from a year group are taken at a time, usually 3 from each class. Group sessions can be 3 per week or just 1, dependent on timetabling. Children are encouraged to select a book that no one in the group has read before, so that its meaning can be discovered together. There is no time limit on how long a group continues, but usually 6-8 books are looked at and 1 book takes 6-10 sessions.


Measuring impact:  Students are involved in monitoring and recording their own level of response and engagement with their book and participation with their group after each book is completed. The students write a book review and rate each book they have read and share their ideas.                           

On-going teacher observation and active participation in group discussions is critical in assessing student progress both individually and in whole group. This data is submitted to the class teacher using individual reading grids for the Literature Circle setting only and these help to inform overall reading levels for each pupil. This soft data is collated to gather an understanding of students reading habits, likes and dislikes and preferences.

A questionnaire has been created which the children fill out before the sessions start and is completed after they have finished.


Little Sheep- Reception


Aim: using and understanding language

Selection criteria: After phonics assessment in Autumn term

Measuring impact:


Speechlink- Reception

Aim:  Correct pronunciation of sounds

Selection criteria: After phonics assessment in Autumn term

Measuring impact:





Aim: to relieve stress in the receiver.  To give children the opportunity to have one to one time with an adult .


Selection criteria:  Can be recommended by a class teacher, LSA or inclusion manager.  


Measuring impact: Through discussion with the class teacher.  The impact of a child’s emotional state within the class and the playground.


Comments from children -

Lauren - the best thing is being able to talk to you I know I can talk about anything.  Although she knew I was a teacher it didn't feel like she was talking to a teacher.  (Most of the children say the same sort of thing.)


Breakfast Club


Aim: To target some of our more vulnerable children who may not get a very positive start to the day.  To help some of our working parents who need to get off to work earlier.


Selection criteria:  This can be from HSSC, class teacher, parents.  Currently no child has been refused admission.  


Measuring impact:  Discussion with parents, class teachers and children.  



ECOF Maths KS1 - FirstClass@Number1


A programme developed by the team at Edgehill University that developed the ‘Every Child Counts’ programme.


Aim: to raise attainment in mathematics for children with moderate difficulties, ie, moving from NC level 1C towards level 2.  To build children’s confidence in mathematics, as well as challenging them and supporting them as they succeed while having fun.


How does the programme work:  it is for small groups of children (maximum 4) in KS1 who have fallen behind in mathematics.  The programme can help them to get back on track and catch up with their peers.  The programme helps children to think and talk about mathematics.  It has a Post Office theme, children use letters, postcards and parcels to support their mathematical development and write postcards to their teachers to tell them about their achievements.  


There are 3x30 minute lessons per week for 12-15 weeks.  These lessons are in addition to normal class numeracy lessons.  


There are 4 topics:  

  1. All about Number

  2. Exploring Place Value

  3. Calculation 1

  4. Calculation 2


A trained LSA should deliver the programme, working from detailed lesson plans, adapting them according to information gained from structured assessments. .


Selection criteria: It is designed for children who at attaining NC level 1C in Year 2.  It can also be used towards the end of Year 1 for children attaining 1C and at the beginning of Year 3 for those still working at NC level 1.

SLT and maths coordinators compile a ‘longlist’ of children who may be suitable for entry testing based on the most recent teacher assessment data and discussions with class teachers during pupil progress meetings.  Parents/carers must be informed by letter (Miss Whitby) if their child has been selected to take part in the programme.  Progress should be discussed at Parents Evenings.


Measuring impact: Entry and exit assessments (Sandwell Early Numeracy Test) are completed to give a standardised Number Age score.  


Parents/carers must be informed by letter if their child has been selected to take part in the programme.


ECOF Maths KS2 - FirstClass@Number2


A programme developed by the team at Edgehill University that developed the ‘Every Child Counts’ programme.


Aim:  to raise attainment in mathematics for children with moderate difficulties, ie moving from NC level 2C towards level 3.


How does the programme works:  See notes above.


There are 5 topics:

  1. All About Number

  2. Exploring Place Value

  3. Addition and Subtraction 1

  4. Addition and Subtraction 2

  5. Towards Multiplication and Division


Selection criteria:  It is designed for children who are attaining NC level 2C towards the end of Year 3 or the start of Year 4.


Measuring impact: Entry and exit assessments (Sandwell Early Numeracy Test KS2-KS3) are completed to give a standardised Number Age score.


Parents/carers must be informed by letter if their child has been selected to take part in the programme.


Outdoor Learning/Forest School


Aim: To provide children with unique opportunities in the outdoor environment that allow them to self-initiate their own learning while collaborating with their peers.


How does the intervention work?: The sessions will be lead by Mrs Chalker(Forest School leader) along with teachers/LSAs who will support the sessions. Children will be given some starting points (e.g. scenarios, stories or games) to inspire their learning but then they may select different learning journeys according to their choices as well as learning attitudes. During the sessions, there will be opportunities for children to review and evaluate their strategies, attitudes and skills so that they become more self-aware of their performance and actions.


Selection criteria: Children are selected according to their overall engagement in the classroom. Those children who benefit from kinesthetic and active learning often struggle within the physical constraints of the classroom setting. Having more freedom in the outdoor environment, provides them with a more dynamic space in which they can move and make choices in learning. Children who struggle with social interactions and communication skills are also selected and can gain a huge amount of confidence within these sessions that are more fluid and less prescribed  


Measuring impact: Raised self-esteem and confidence applied to the classroom setting. The children should improve their social interactions and have more awareness of their own contribution.