Types of intervention


A.Communication and interaction

B. Cognition and learning

C. Social, mental and emotional health

D. Sensory/ physical

 E. Speech therapy- this can be administered by a LSA once training in an individual’s programme has been given by the Speech therapist.




Morning Reading:

This takes place once a week during morning registration time. Identified pupils work individually with LSAs on a structured reading programme, concentrating both on fluency and comprehension. Pupils are also encouraged to take appropriately levelled books home to read with parents/ carers. Pupils are regular assessed to monitor progress.

Word Attack:

Structured programme to assist dyslexic pupils with spelling. Pupils work individually or in pairs with a LSA once a week before school and during morning registration until the programme is successfully completed.

Fresh Start:

A module based phonics programme devised by Ruth Miskin, this is a follow on programme from Read,Write, Inc. currently used in many of our feeder primaries. Pupils complete a baseline assessment and enter the programme at an appropriate level and then work through the varied activities until completion. Supports all aspects of literacy.

Talk Boost:

Aimed at pupils with speech and language or processing difficulties. A variety of activities and hands on resources encourage language and give pupils the opportunity to develop their vocabulary and structure their thoughts into verbal responses.



Phoenix Group:

This is a nurture group that supports pupils in year 7 and continues throughout the year to the end of Year 8 as needed. They meet for morning registration and period 1 on a Monday and period 4 or 5 on a Friday. Pupils are invited to the group following identification at transition meetings with their primary schools. Pupils are referred for a range of reasons; they may be particularly anxious about transition or attending school generally, have experienced a personal or family trauma, have social or communication difficulties. Pupils may also join the group if identified by Heads of Year or parents as benefitting from this supportive environment. Pupils share breakfast together and talk about their concerns and successes, they are supported to problem solve and help one another to come up with solutions to everyday issues. Activities encourage confidence, listening, turn-taking, speech and language, social skills, working as a team, personal safety and independence skills. By meeting at the beginning and end of the week pupils are able to offload any concerns before the weekend or starting their week.

Here are some examples of areas students would typically work on. Please click to enlarge-

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All pupils on the SEN register are allocated a LSA as a keyworker. This is in addition to the pastoral support already available.  The Learning Support department has weekly meetings and any pupils causing concerns are raised; should a pupil be flagged up for whatever reason then their keyworker will arrange to meet with their pupil to discuss the issues and help them with ways forward. This may result in other agencies or staff becoming involved to support the pupil. Pupils can also request a meeting with their keyworker through the SENCo. For some pupils with identified needs they may meet with their keyworker weekly or fortnightly working on an individualised plan of support. Minutes of all meetings are passed to the SENCo to monitor and we are happy to liaise with parents to support the needs of the pupil. This is not a counselling service, if it is felt that counselling would be more appropriate we would contact the parent and suggest refering them to the school counsellor or via their Doctor for more specialised support. Any issues causing concern around the personal safety of the pupil or others would be passed to the Child Protection officer within the school in line with school policy on safeguarding pupils.


Self esteem:

Pupils work in small groups of approximately 6 for six one hour sessions over six weeks, led by two LSAs to boost self esteem and share in activities that work on assertiveness, coping with peer group pressure and having strategies to fall back on once the group has finished to feel more confident about themselves in the difficult journey through adolescence. Pupils can self refer but referrals often come from parents or pastoral staff. If you feel this is something your child would benefit from then please contact the Learning Support Department.

Friendship skills:

This is a six sessions of one hour per week group run by LSAs. Some pupils find the skills of maintaining friendships difficult to master, they may make friends easily but not have the necessary skills to repair them, assert themselves within a friendship group or fully empathise with other’s viewpoints leading to misunderstandings. Sessions aim to cover these main topics but are led by the group members and has a solution focused approach so that pupils are able to manage their feelings after the group has ended and draw upon their own skills. Pupils can refer themselves or parents can contact the Learning Support department.

Lego Therapy:

This exciting intervention encourages 2 or 3 pupils to work together to develop speech and language, team building, processing  and active listening skills and fine motor skills. Pupils work under the supervision of a LSA to build specific structures where each pupil has a designated role and is required to use language to instruct the other pupils on how to complete the given structure. This intervention would be aimed at clearly identified pupils. Lego is also used as a support tool in keyworker meetings at times for pupils finding face to face contact difficult e.g. those on the Autism Spectrum or with high levels of anxiety.

Girl’s Group

The focus of the group is to target improving self-esteem, confidence and covers a range of topics from body image, healthy lifestyles, staying safe and assertiveness amongst others through activities and discussion. This small supportive group allows the opportunity to develop skills and individual identity, whilst exploring the views and expectations of society on teenage girls and how they can respond effectively to these and have a positive view of themselves. The group runs once a week for an hour usually for approx. 6-8 weeks. It runs throughout the year with a group size of approximately 8 pupils.

Boy's Group

The focus of the group will be, amongst other things, targeting dealing with feelings of anger, dealing with authority, understanding choices and consequences of actions, bullying – both as victim and perpetrator through a range of activities and discussion. This small supportive group allows pupils the opportunity to develop skills and their own identity, whilst exploring the views and expectations of society and how they can respond effectively to these. This group runs once a week for an hour usually for approx.8-10 weeks. It runs throughout the year with a group size of approximately 8 pupils.

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