3. The Waves

The Waves of Intervention Available at St. Chad’s Patchway Primary

The school provides a graduated response to each child dependent on the level of need. These are often referred to as waves of intervention.
Wave 1: Quality first teaching through differentiation in English and Maths lessons.
Wave 2: Small group support for those pupils who are achieving below age expected levels
Wave 3: Focussed, individualised programmes for pupils working well below age expectation

 

Teaching Approach: Whole School Approach (1st Quality Teaching) Targeted Support For Individuals or Small Groups Specified intervention for those with additional needs
Wave 1 Intervention Wave 2 Intervention Wave 3 Intervention
High quality teaching Phonics groups Speech and language therapy
Access to varied and stimulating curriculum. Reading comprehension groups Anger management strategies
Use of individualised teaching approaches according to needs Reading fluency groups 5 Point Scale programme for managing feelings
Good use of visual and practical learning and resources Handwriting groups Precision teaching (reading. Writing and maths)
Carefully differentiated lessons to ensure all children can engage with learning at their own level Sentence structure groups EP’s (Education Plans)
Remove all potential barriers for all pupils while providing support for children during learning activities Spelling groups Play/drama/art therapy
Use a range of technology to support and aid quality teaching Punctuation groups Behaviour support
Celebrate and consider of differing culture and beliefs Maths groups 1-1 support where needed
Small guided group work Differentiated assessment
Setting groups with other children Bristol Rugby social confidence building group
Opportunity for guided and independent work Social skills groups
Opportunities to develop positive self esteem, independence in learning, enabling pupils to exercise choice, involvement in decision making and problem solving English as an Additional Language (EAL)emersion groups
Extra adult (teaching assistant) in every class Parent discussion with Classteacher and/or SENCo

Communication & Interaction needs Whole School Approach (1st Quality Teaching) Targeted Support For Individuals or Small Groups Specified intervention for those with additional needs
Wave 1 Intervention Wave 2 Intervention Wave 3 Intervention
Speech, Language and Communication AS ABOVE + Social skills group Referral to the Speech and Language Therapist(SALT)
Autism Spectrum Conditions (ASC) Drama/ role play opportunities Time to Talk programme Speech and language therapy Support Assistant who can deliver individualised programmes according to SALT directions
Golden time/ peer interaction Additional Speaking and Listening groups Anger management strategies
A range of technology to support learning Makaton 5 Point Scale programme for managing feelings
Full inclusion in all school assessment and tasks Parent Support Worker (as required) Individual work stations
Clear verbal instruction/ explanations which can be simplified along with visual or concrete support Learning mentor as required Completion of a SAF
Visual timetables Additional use of ICT for audio/visual support Application for an Education Health and Care Plan if needed
Parent discussion with Classteacher and/or SENCo SENCo assessments and monitoring to ensure appropriate intervention and access to learning.

Cognitive and Learning Whole School Approach (1st Quality Teaching) Targeted Support For Individuals or Small Groups Specified intervention for those with additional needs
Wave 1 Intervention Wave 2 Intervention Wave 3 Intervention
Moderate Learning Needs Use of different individualised teaching approaches according to needs Parent Support Worker (as required) Precision teaching (reading, writing and maths)
Severe Learning Difficulties Hands on learning Learning mentor as required EP’s (Education Plans)
School Trips Additional use of ICT for aid learning Behaviour and inclusion support (South Glos services)
Good use of practical and visual learning Parent discussion with Classteacher and/or SENCo 1-1 support where needed
Remove all potential barriers for all pupils while also providing support for pupils during learning activities Completion of a SAF
Appropriate quality resources Application for an Education Health and Care Plan if needed
Positive learning environment SENCo assessments and monitoring to ensure appropriate intervention and access to learning
A curriculum delivered which is appropriate to level of ability and understanding Specific resources to support a specific need – e.g. yellow paper for dyslexia
Access to a full and broad curriculum
Consideration of home, cultural, language and heritage
Promotion of a positive attitude towards learning and behaviour
Motivation to help build a positive self-esteem and increase concentration
Lessons differentiated to include both sensory and physical disabilities

Sensory and Physical Needs Whole School Approach (1st Quality Teaching) Targeted Support For Individuals or Small Groups Specified intervention for those with additional needs
Wave 1 Intervention Wave 2 Intervention Wave 3 Intervention
Hearing Impairment Whole school approach Fine and Gross motor skills groups Access and liaison with the OT (Occupational Therapist)
Visual Impairment Sports Co-ordinator who works with local cluster primary and secondary schools and outside agencies to co-ordinate sports events Additional support exercises for improving fine and gross motor skills Access and liaison with the Physio-Therapist
Multi-Sensory Impairment After school clubs Handwriting practice SENCo monitoring to ensure appropriate intervention and access to support learning
Physical Needs Swimming Targeted small group intervention to address specifics skills such as independence 1:1 support if required
Medical Needs Trim trail Physical aids where necessary or where advised by specialists EP’s as needed
A fully inclusive and differentiated class/curriculum approach according to needs Parent discussion with Classteacher and/or SENCo Identified key worker
Audit of environment to consider adaptations (as required) A place for time out or exercise if necessary
Modification of organisation, routine and environment Special arrangements for toileting if needed
Extra support and access to appropriate ICT interventions if needed

Social, Mental and Emotional Health Whole School Approach (1st Quality Teaching) Targeted Support For Individuals or Small Groups Specified intervention for those with additional needs
Wave 1 Intervention Wave 2 Intervention Wave 3 Intervention
Moderate Learning Needs All pupils can confidently grow in a safe, caring, supportive and purposeful environment that enables the development of realrionships based on mutual respect and understanding, as according to our school values Learning mentor regular meetings Referral to CAMHS (Child and Adolescent Mental Health Services)
Severe Learning Difficulties Access to learning support mentor as required Behaviour logs, ABC charts Support from Inclusion support or Behavioural Support (South Glos Services)
Small group activities to address needs Time out strategies taught Anger management support
Opportunities for children to talk about any fears, confusion or guilt Parent discussion with Classteacher and /or SENCo 5 Point scale intervention for managing feelings
Opportunities for children to meet adults they can trust and to participate in activities where they can meet other children Time to Talk group 1-1 support where needed
Continuity if care and minimal disruption of routines during a crisis Social Stories Completion of a SAF
Cartoon concept group to teach social skills Application for an Education Health and Care Plan if needed
Reward charts with specific targets SENCo assessments and monitoring to ensure appropriate intervention and access to learning
Full inclusion in all school and assessment tasks

  • Latest News

  • Red Example Button
  • Contact Us

  • free vector