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 |
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Wave 1 Intervention |
Wave 2 Intervention |
Wave 3 Intervention |
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High quality teaching |
Phonics groups |
Speech and language therapy |
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Access to varied and stimulating curriculum. |
Reading comprehension groups |
Anger management strategies |
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Use of individualised teaching approaches according to needs |
Reading fluency groups |
5 Point Scale programme for managing feelings |
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Good use of visual and practical learning and resources |
Handwriting groups |
Precision teaching (reading. Writing and maths) |
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Carefully differentiated lessons to ensure all children can engage with learning at their own level |
Sentence structure groups |
EP’s (Education Plans) |
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Remove all potential barriers for all pupils while providing support for children during learning activities |
Spelling groups |
Play/drama/art therapy |
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Use a range of technology to support and aid quality teaching |
Punctuation groups |
Behaviour support |
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Celebrate and consider of differing culture and beliefs |
Maths groups |
1-1 support where needed |
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Small guided group work |
Differentiated assessment |
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Setting groups with other children |
Bristol Rugby social confidence building group |
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Opportunity for guided and independent work |
Social skills groups |
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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 |
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Extra adult (teaching assistant) in every class |
Parent discussion with Classteacher and/or SENCo |
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| Communication & Interaction needs |
Whole School Approach (1st Quality Teaching) |
Targeted Support For Individuals or Small Groups |
Specified intervention for those with additional needs |
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Wave 1 Intervention |
Wave 2 Intervention |
Wave 3 Intervention |
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| 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 |
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Golden time/ peer interaction |
Additional Speaking and Listening groups |
Anger management strategies |
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A range of technology to support learning |
Makaton |
5 Point Scale programme for managing feelings |
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Full inclusion in all school assessment and tasks |
Parent Support Worker (as required) |
Individual work stations |
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Clear verbal instruction/ explanations which can be simplified along with visual or concrete support |
Learning mentor as required |
Completion of a SAF |
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Visual timetables |
Additional use of ICT for audio/visual support |
Application for an Education Health and Care Plan if needed |
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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 |
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Wave 1 Intervention |
Wave 2 Intervention |
Wave 3 Intervention |
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| 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) |
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School Trips |
Additional use of ICT for aid learning |
Behaviour and inclusion support (South Glos services) |
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Good use of practical and visual learning |
Parent discussion with Classteacher and/or SENCo |
1-1 support where needed |
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Remove all potential barriers for all pupils while also providing support for pupils during learning activities |
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Completion of a SAF |
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Appropriate quality resources |
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Application for an Education Health and Care Plan if needed |
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Positive learning environment |
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SENCo assessments and monitoring to ensure appropriate intervention and access to learning |
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A curriculum delivered which is appropriate to level of ability and understanding |
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Specific resources to support a specific need – e.g. yellow paper for dyslexia |
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Access to a full and broad curriculum |
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Consideration of home, cultural, language and heritage |
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Promotion of a positive attitude towards learning and behaviour |
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Motivation to help build a positive self-esteem and increase concentration |
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Lessons differentiated to include both sensory and physical disabilities |
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| Sensory and Physical Needs |
Whole School Approach (1st Quality Teaching) |
Targeted Support For Individuals or Small Groups |
Specified intervention for those with additional needs |
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Wave 1 Intervention |
Wave 2 Intervention |
Wave 3 Intervention |
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| 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 |
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A fully inclusive and differentiated class/curriculum approach according to needs |
Parent discussion with Classteacher and/or SENCo |
Identified key worker |
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Audit of environment to consider adaptations (as required) |
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A place for time out or exercise if necessary |
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Modification of organisation, routine and environment |
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Special arrangements for toileting if needed |
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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 |
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Wave 1 Intervention |
Wave 2 Intervention |
Wave 3 Intervention |
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| 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) |
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Small group activities to address needs |
Time out strategies taught |
Anger management support |
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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 |
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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 |
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Continuity if care and minimal disruption of routines during a crisis |
Social Stories |
Completion of a SAF |
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Cartoon concept group to teach social skills |
Application for an Education Health and Care Plan if needed |
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Reward charts with specific targets |
SENCo assessments and monitoring to ensure appropriate intervention and access to learning |
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Full inclusion in all school and assessment tasks |
