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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.


Freshstart - KS2


Aim:  To provide literacy support (comprehension skills) for children in Year 5 or 6.


Selection criteria:  Children who are performing at level 2b/2a and need help with comprehension  and sentence construction to raise their levels.


Measuring impact:  Teacher Assessment level for reading is used on entry and exit to measure the progress that has been made.  Improvement in literacy skills.

Reading Recovery - KS1


Aim: To accelerate reading between the ages of 5y 7mths and 6y 3mths. To bring the lowest children to at least an average level.


Selection criteria:  Children within the age bracket are assessed and the lowest achievers are chosen to take on the programme.  


Measuring impact:  Entry and exit levels.  Improvement can usually be seen across the board - especially in self esteem.  

Target Readers


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



Selection criteria:

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.  

TLC Friday Nurture group


Aim:  To improve self-esteem.  To provide a vehicle for children to improve their social skills.  


Selection criteria: Discussion between Nurture staff and class teachers.  Looking for children who would not normally get support.  Some of the children may function well in school but have problems at home.  


Measuring impact:  Raised self esteem.  Discussion with parents and teacher as to the success or not of the project.  

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. LSA’s are supported by a link teacher (Miss Whitby).  Most of the resources are provided.


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.

ECOF Maths KS2 - Success@arithmetic


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


Aim: Success@Arithmetic is a light touch calculation-based intervention for children who  have difficulties with arithmetic proficiency and need support to improve their understanding of number and written calculation skills.


Selection criteria: Designed for children in Year 5  (3C) & Year 6 (3B) who need to move towards Level 4.  


How does the programme work: The class teacher conducts a diagnostic assessment and selects a series of Success@Arithmetic steps to form a tailored programme of up to 24 sessions, adapted from detailed plans that the LSA delivers to an intervention group of up to three pupils. The teacher supports the LSA in adapting the sessions to meet the specific needs of the children.


3 x 40 minute sessions per week in addition to normal maths lessons

Programme lasts approx 8 weeks


The sessions use number rods, bar modelling and written methods to build a complete mathematical picture, developing pupils’ arithmetical fluency.  It helps them to make faster progress and to catch up with their peers through a mastery approach.


Measuring impact: Entry and exit assessments (Sandwell 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.


Maths Passport Control


Aim: Passport control is a 1:1 or small group intervention that aims to support children who are struggling to achieve a particular objective on their maths passport.


How does the intervention work?: LSAs or PPA teachers deliver the intervention using a variety of resources (Numicon, Cuisenaire Rods, Base 10 etc.) to reinforce or consolidate the child’s understanding of a particular concept. When the child is secure with the mathematical concept, the adult delivering the intervention will help the child to find strategies to recall answers quickly until they have rapid recall.


Selection criteria: Class teachers are asked to check their class’ passports each half-term to identify children that have been stuck on a particular objective for 4 consecutive weeks. The names of these children are then added onto a passport control list.


Measuring impact: The adult delivering the programme records when a child has achieved the target that they have been stuck on.

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 Jen Collenette (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.