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 |
