WE ARE SUPPORTIVE SUPPORT MATTERS - LEARNING INTERVENTIONS AT MOUNTS BAY - Mounts Bay Academy

 
WE ARE SUPPORTIVE SUPPORT MATTERS - LEARNING INTERVENTIONS AT MOUNTS BAY - Mounts Bay Academy
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                MATTERS

            WE ARE
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LEARNING INTERVENTIONS AT MOUNTS BAY
WE ARE SUPPORTIVE SUPPORT MATTERS - LEARNING INTERVENTIONS AT MOUNTS BAY - Mounts Bay Academy
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Specific Intervention Programmes

Specific Intervention Programmes are used to assist pupils who need extra support
with their learning and emotional well-being.

Students can be referred to the team of Learning Support Managers who are based in
Compass who will be running the interventions discussed in the booklet. The referrals
will be sent through to Claire Drew (Inclusion Manager) who will triage the referral and
point the Learning Support Managers into the right direction of which intervention to
run.

The sessions are generally brief (less than 30 minutes), regular and sustained, with
clear objectives and expectations. Sessions are carefully timetabled to minimise time
spent away from general class teaching.

The Learning Support Managers will record the interventions they are running and at
the end of the intervention programme evaluate the progress. These will be sent to
Claire Drew to assess if further interventions are needed. This will help to feed into the
assess, plan, do review cycle.

Importantly, once the sessions come to an end, Teachers and TAs both help pupils to
make connections between the learning in interventions and the wider curriculum.
WE ARE SUPPORTIVE SUPPORT MATTERS - LEARNING INTERVENTIONS AT MOUNTS BAY - Mounts Bay Academy
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Identifying pupils

Pupils may be identified because they are not making expected progress. This could
mean they are achieving below national expectations, or they are working at
expectation, but below individual progress targets.

The class teacher may have identified a specific need which needs supporting. Pupils
may, or may not, be on the school SEN Register.

If appropriate, a test is taken to give an accurate reading, maths and spelling age.
These tests are diagnostic and enable school staff to look carefully at pupils’ difficulties
and to organise specific intervention programmes. The tests are repeated at the end of
the programme and the results help to show the impact of the programme on the pupils
learning and development.

At particular times a child may no longer need support, or the child may need further
support and move onto another level of intervention.

Expert advice from outside agencies may be sought. Parents are always consulted at
this level. At Mounts Bay Academy, we firmly believe that early intervention is very
important and we work hard to support any child who has a learning difficulty or who
needs extra support.

Many pupils who take part in our intervention programmes are not on our SEN
Register, but are pupils who have a specific area of difficulty. We hope that, by early
intervention and positive support, any learning needs can be addressed easily and
quickly.
WE ARE SUPPORTIVE SUPPORT MATTERS - LEARNING INTERVENTIONS AT MOUNTS BAY - Mounts Bay Academy
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Types of Interventions we can offer at MBA:

Emotional wellbeing interventions:

Zones of Regulation

It is a curriculum geared toward helping students gain skills in consciously regulating
their actions, which in turn leads to increased control and problem-solving abilities.
Using a cognitive behaviour approach, the curriculum’s learning activities are designed
to help students recognise when they are in different states called “zones,” with each of
four zones represented by a different colour. In the activities, students also learn how
to use strategies or tools to stay in a zone or move from one to another. Students
explore calming techniques, cognitive strategies, and sensory supports so they will
have a toolbox of methods to use to move between zones. To deepen students’
understanding of how to self-regulate, the lessons set out to teach students these
skills: how to read others’ facial expressions and recognise a broader range of
emotions, perspective about how others see and react to their behaviour, insight into
events that trigger their less regulated states, and when and how to use tools and
problem solving skills.

Bereavement Support

Kate Morris, one of our Learning Support Managers, is currently undertaking
bereavement training. If there are any concerns if any students who have been
struggling with bereavement please complete a referral and the situation will be dealt
with in a delicate way.

Bereavement looks differently for individuals and people may not deal with it straight
away, therefore the loss could be years ago but the loss still great and may need
support

Social, Communication, Interaction Support

There are a multitude of resources which can devise a programme on students to
support their social and communication difficulties.

These could be to support students with Autism through having supportive sessions
with the Autism Champion.

Or it could be to look at potential interventions to look at how students can develop
their social communication skills, relationships and how to communicate with peers,
adults and home.

Depending on the need of the individual will depend on the programme that will be
created.
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Motional: Trauma Informed Schools Interventions

Motional provides an easy-to-use online tool for identifying, assessing, and improving
the emotional health and wellbeing of children and young people. It is based on
Professor Jaak Panksepp’s research on emotional systems in the brain and Dr Margot
Sunderland’s extensive research, studies and expertise in executive functional skills.

It records ACE and Protective Factor scores, and gives staff a whole-brain picture of
students' mental health and wellbeing.

All tutors will be completing a universal snapshot on all of their tutees. If concerns are
raised from this, a comprehensive snapshot will be completed with a trained Trauma
Informed Practitioner and parent/careers.

This will create a programme of set interventions. Progress will be tracked using the
motional programme and can be seen by teachers.

Careers, Guidance and Support

A referral can be made to have some support from Lindsay to look at:
    § Skills audits
    § Planning for the future
    § College and further education advice
    § Advice on apprenticeships
    § Work experience support
    § Motivational support
    § Self-esteem support
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Musical Intervention

These are run by trained music teachers to engage students to develop their self-
esteem and wellbeing through song writing and creating music.

These sessions have been designed for 6 weeks.
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Academic supportive interventions:

Literacy Support

Compass can support various literacy skills. Does the student have difficulties with:

    §   spelling
    §   grammar
    §   handwriting
    §   reading
    §   Dyslexia

Depending on the need of the individual would depend on the intervention provided.
We have use of a computer-based programme - Nessy. Nessy has been developed
specifically to support learners with learning difficulties/dyslexia. It is computer based
with structured fun resources for developing reading and phonics through learning
spelling and reading rules.

A further app-based learning tool we can use is IDL. IDL Literacy effectively improves
reading and spelling amongst pupils with various literacy problems, removes visual
stress by the use of colour, and is very effective overall – particularly with those who
have poor phonological skills. The effectiveness is due to the integration of reading
and writing, the integration of visual and auditory cues to teach letter/sound and
blend/sound correspondence, a continuum of exercises that start with recognising the
alphabet, and the requirement to re-read typed sentences.

We also have use of Read Write Inc. These sessions are for students in year 7/8 with a
reading age of 8 years and below. These students will be extracted once or twice a
week in specific lessons (with the teachers’ permission) for 40-minute sessions for a
period of 6 weeks. Read Write Inc is a literacy programme designed to develop
reading, writing and spelling through teaching of phonics in order to create fluent
readers, confident speakers and willing writers.

If there is a significant concern then it can be arranged to use these tests to be able to
assess and establish the area of need by a trained assessor.

Decoding Intervention

This uses a fast, focused and multi-sensory teaching approach to ensure pupils are full
engaged in active learning. The focus is to boost vocabulary ad literacy skills to
improve reading ages.
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Screening Tests

The Kaufman Test of Educational Achievement, Third Edition (KTEA–3)

This helps you to quickly and easily identify strengths and weaknesses, to help you
determine the right intervention to follow-up with. It also provides a deeper
understanding of achievement gaps, so that you can help your students to achieve
their potential.

Subtests include:

   •   Phonological Processing (PP)
   •   Math Concepts & Applications (MCA)
   •   Letter & Word Recognition (LWR)
   •   Math Computation (MC)
   •   Nonsense Word Decoding (NWD)
   •   Writing Fluency (WF)
   •   Silent Reading Fluency (SRF)
   •   Math Fluency (MF)
   •   Reading Comprehension (RC)
   •   Written Expression (WE)
   •   Associational Fluency (AF)
   •   Spelling (SP)
   •   Object Naming Facility (ONF)
   •   New! Reading Vocabulary (RV)
   •   Letter Naming Facility (LNF)
   •   Listening Comprehension (LC)
   •   Word Recognition Fluency (WRF)
   •   Oral Expression (OE)
   •   Decoding Fluency (DF).
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Comprehensive Test of Phonological Processing -2nd edition

CTOPP-2 is designed to assess phonological awareness, phonological memory and
rapid naming.

The CTOPP-2 has four principal uses to:

   1.   Identify individuals who are significantly below their peers in important
        phonological abilities

   2.   Determine strengths and weaknesses among developed phonological
        processes

   3.   Document individuals' progress in phonological processing as a consequence
        of special intervention programs

   4.   Serve as a measurement device in research studies investigating phonological
        processing.
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Dyslexia Screening Tests

DST-S

The DST-S provides a profile of strengths and weaknesses which can be used to guide
the development of in-school support for the child.

The DST-S is designed to identify those children who are still experiencing difficulties
at secondary school and provides data which can be used in support of requesting
extra time concessions in exams.

The DST-S replaces the best-selling DST and reflects changes in theory and practice
since this initial publication with additional subtests, validation studies and case
histories and scoring software.

The DST-S consists of the following subtests

    •   Rapid Naming
    •   Bead Threading
    •   One Minute Reading
    •   Postural Stability
    •   Phonemic Segmentation
    •   Two Minute Spelling
    •   Backwards Digit Span
    •   Nonsense Passage Reading
    •   One Minute Reading
    •   Verbal Fluency
    •   Semantic Fluency
    •   Spoonerisms
    •   Non-verbal Reasoning
    •
Lucid Rapid

Rapid is the solution for quick group/class screening for dyslexia in pupils aged 4 to 15.
It’s made up of three enjoyable and non-threatening tests that are sensitive cognitive
indicators of dyslexia and cover phonological skills, working memory and phonic
decoding.

It is made of three subtests:
      • Phonological processing (4 - 15 years)
      • Working memory (4 - 15 Years)
      • Phonic decoding skills (8 - 15 years)
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Numeracy Support

Compass can support various numeracy skills.

Please be specific on what the concerns are. From this information further diagnosis
may be made by assessing for dyscalculia or completing the maths computation
subtest from the KTEA-3 test kit:

Dyscalculia intervention helps provide strategies for teaching a student with math-
related learning difficulties. They use real life situations that make problems functional
and applicable for everyday life.
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INTERVENTIONS: ACCELERATED READER

Brief Summary:

Reading intervention for students of all ages who need to improve their reading ability.

Specific Details:

Available to every year group where reading levels need improvement. Also, we will
liaise with the student's English teachers.
Students are to read aloud to a staff member. Reading is to be monitored, are
assessed and recorded. Colour coded books are used for different levels.
Sessions might be beneficial for students with dyspraxia and dyslexia.

Expected Outcomes:

Accelerated Reader - Each student is Star Reader tested on their iPad at the beginning
of the school year, then retested each semester.
Individual progresses is recorded.
Books are colour coded according to reading levels.

Outcomes to be monitored and assessed.
Students to complete book quizzes, and achievements recorded.
Other reading work to be tailored to year groups and ability of each student. Activities,
memory cards, awareness of syllables and punctuation are necessary to aid reading
and understand words and expressions.

This intervention runs over 8 weeks during Tutor Time and at the beginning of each
English lesson as a whole class intervention.

Assessment:

Progress recorded on iPads when they have completed book quizzes.
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INTERVENTIONS: DYSCALCULIA

Brief Summary:

Dyscalculia is like dyslexia but it is a condition that affects the ability to acquire
arithmetical skills.
Dyscalculia learners may have difficulty understanding simple number concepts, an
intuitive grasp of numbers and have problems learning number facts and procedures.

Specific Details:

Pupils who have difficulty understanding concepts of numbers and any- thing related to
mathematical skills.
Strategies for teaching a student with math-related learning difficulties. Avoid memory
overload.
Help students to visualise math problems by drawing. Use visual and auditory
examples.
Use real life situations that make problems functional and applicable to every day life.
Practice with age-appropriate games as motivational materials.

Expected Outcomes:

Significant improvement in mathematics and understanding numbers. Ability of
manipulating numbers and mathematical facts.

Depends on individual needs of the student.

Assessment:

Maths department and dyscalculia co-ordinator to write a report on students progress
and any recommendations after they have completed the intervention.
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INTERVENTIONS: DYSLEXIA USING NESSY

Brief Summary:

Nessy was developed specifically to support learners with learning difficul- ties/
dyslexia. It is a computer-based, structured phonics resource for read- ing and spelling
including learning of letter patterns as well as spelling and reading rules. The material
includes visual memory aids, games and activity worksheets which are often
humorous. Nessy learning begins with an as- sessment to identify areas of need. The
intervention provides digital learn- ing with a focus on foundational reading and
spelling, with reinforcement through written worksheets (Beat Dyslexia Books).

Specific Details:

The Nessy Learning Programme will improve reading, spelling and writing. Nessy is a
huge resource of strategies, games, worksheets and phonics, covering the very first
stages of letter sounds to advanced multi-syllable words. It encourages positive,
independent learning. Students are encouraged to mark their own work and take on
more responsibility for their own learning by playing games, watching rules and
completing interactive worksheets. The game based learning has proved extremely
effective in addressing the needs of disaffected students, motivating and building
self-esteem. Nessy will give the students access to structured activities which are
based on helping them to develop their incremental phonics, language skills, writing
skills and vocabulary development.

This is a highly effective multi-sensory learning approach.
20 Computer Games.
25 Animated Rules.
70 Phonic Animations.
5000 Words and Sentences.
Library of Mnemonics.
Over 1000 Printable Worksheets. Printable Certificates.
Writing Skills.
Group Monitoring & Student Records.
Dyslexia friendly iPad apps will also be discussed with students.

Expected Outcomes:

Help students to rebuild their self-confidence. Help students to rediscover their self-
esteem.
Improve students reading, writing and spelling skills.
For students to gain a better understanding of phonics and letter patterns.
A 30 minute session once a week. This intervention will take place for 8weeks

Assessment:

Printable and written reports of their progress which will be evidenced in a file. Pupil
questionnaires. Beat dyslexia booklets are also available to complete as well as the
use of iPad apps which support dyslexia.
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INTERVENTIONS: DYSLEXIA USING LEXIA

Brief Summary:

In response to the critical number of older students needing help with reading skills,
Lexia Strategies was developed. The activities in the pro- gram are specifically
designed to accelerate the acquisition of essential reading skills while offering age-
appropriate content and interface. The focus of the activities helps students to increase
automatic word recogni- tion by reinforcing phonic elements and sound-symbol
relationships. As students progress, more advanced phonic, comprehension and
vocabu- lary exercises are introduced.

Details:

Due to its computer-driven nature, Lexia Strategies when used consistently has been
proven to close the reading gap. What is more, the embedded reporting system
instantly delivers real-time data to inform planning and evidence progression.

Lexia Strategies allows students to work independently, as well as on a one-to- one or
small group basis. Students will then receive the appropriate support on a need-to-
have basis.

Lexia’s embedded assessment and reporting system provides real-time, actionable
data without interrupting the flow of instruction to take time-consuming tests. Lexia
provides a set of easy-to-interpret, consistent measures to demonstrate progress at
individual, class or school level.

Expected Outcomes:
   • To help students to increase their automatic word recognition by reinforcing
       phonic elements and sound-symbol relationships
   • Accelerate the acquisition of essential reading skills
   • Close the reading gap

One 30-minute session, once a week. This intervention will take place for 8 weeks or
more if required. Year 11 can do this in their own time.

Assessment:

    •      Student progress will be tracked through online graphs and printed out
    •      Student usage will be tracked through online graphs and printed out
    •      Student skills reports will be printed out
    •      Individual workbooks can be created and printed - Students can work on these
           at their own pace
    •      Action plans can be devised
    •      Each student will have his or her own ‘Lexia’ intervention folder, containing all
           of the above information. The Dyslexia Champion will create these folders and
           keep hold of them in school, in order to monitor progress
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INTERVENTIONS: DYSPRAXIA – FUN-FIT

Brief Summary:

Fun Fit sessions are run with group of pupils who carry out activities which aim to
improve their co-ordination, spatial awareness, gross/fine motor skills and balance, as
well as improving their social interaction skills.
The sessions are organised with these main areas in mind.

Specific Details:

Before attending the session the pupils complete a piece of writing which they must
copy to the best of their ability. They are timed and their writing is kept on record.
At the beginning of the session the pupils complete a warm-up for 5 minutes. After
warm-up, pupils will start the main activity for 15 minutes.
After completing the activity pupils will cool down for 5 minutes.

Expected Outcomes:

After a term of Fun Fit sessions it is hoped there will be an improvement in their fine
motor skills, and when the writing task is repeated, there will be an improvement in
neatness, quantity and fine movement when using a pen.

Three time per week For 8 weeks.

Assessment:

Fun Fit intervention will be assessed at the beginning and end of each course.
Students will complete a handwriting test to show improvement in their hand- writing
skills. The other test is a motor skills screening involving 10 different physical tests.
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INTERVENTIONS: HANDWRITING

Brief Summary:

This intervention has been designed to improve student’s basic handwrit- ing skills.
Students with dyslexia and dyspraxia will benefit from this intervention, this will help the
student with letter formation, writing speed and writing posture.

Details:

In the first lesson the student will be given a poem to copy in order to as- sess their
writing level. The sessions include; the teaching of the correct letter
formation of capital and lower case letters and also showing the student how to end
each letter to enable the following letter to sit happily with the previous. Very few
students have been taught to join their letters but this method of teaching shows them
that it is not always necessary to achieve good handwriting skills. The correct posture
is also directed as this encour- ages good handwriting techniques.

Expected Outcomes:

The improvement of handwriting is beneficial in all subjects and also helps a student to
gain more confidence in their learning encouraging better results.

Half hour sessions to run throughout the week, available to all years run- ning for 8
weeks.

Assessment:

The student will be asked to write the same original given poem to assess the progress
made.
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Numeracy Support

Brief Summary:

The workshop intervention gives one-to-one support to hearing impaired students to
help build their vocabulary and help them become more confi- dent in both their written
and spoken language.

Specific Details:

The sessions will involve reading aloud a variety of books from various genres to
present the student with the challenge of learning new words. The variety of reading
material would also include a daily newspaper which would give the student interesting
information and improve their general knowledge. The subject matter will be carefully
selected to ensure that no inappropriate material is read. The student will also be given
the challenge of reading some high literature including the classics and poetry. This will
not only be useful within their English Literature lessons but will also be beneficial in
creating a greater vocabulary in all subjects.

The student will be asked to explain the meaning of words chosen by the LA to ensure
that they have a full understanding. The reason for this being, a student may be able to
read a word even if it is unfamiliar, but not recog- nise the true meaning in the context
of the sentence. The word can then be referred to using a dictionary app on the iPad to
confirm its definition.

This will also be a good opportunity to search for synonyms to broaden the vocabulary
even further and ensure true meaning.

A word bank will be created to build key cross-curricular words which the student will
need to recognise and understand. These words will be collected from the relevant
subject teachers across the curriculum.

Expected Outcomes:

To improve vocabulary and build confined in the student’s reading, writing and literacy
skills

75 minutes as recommended by the Teacher Of The Deaf.

Assessment:

The student will be assessed by reading a set vocabulary from the word bank at the
start and end of the intervention.
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INTERVENTIONS: READ, WRITE, INC.

Brief Summary:

These sessions are for students in Year 7 and Year 8 with a reading age of 8 years
and below. These students will be extracted once or twice a week from specific lessons
(with the teacher’s permission) for 40 minute sessions for a duration of 6 weeks.

Read Write Inc. is a literacy programme for students with a reading age below age 8. It
is designed to develop reading, writing and spelling through the teaching of phonics in
order to create fluent readers, confident speakers and willing writers.

Specific Details:

Students will be taught the link between sounds (phonemes) and letters. They will
identify and blend different letter sounds and letter combinations to make a word.
They can also use this knowledge to begin to spell new words they hear. Flash cards,
power-points, reading and writing booklets accompany the scheme and will be used in
the lessons.

Expected Outcomes:

The reading and writing booklets intend to improve reading, comprehen- sion and
writing and they also incorporate skills which are linked to those required by the English
curriculum.

Once or twice a week for 8 weeks.

Assessment:

At the start and end of the intervention, the students will be given a reading and writing
test. Their progress will be monitored throughout the 8 weeks through one-to-one
intervention in the classroom. Work will also be evidenced in a file.
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INTERVENTIONS: SPELLING

Brief Description:

The purpose of writing is to commit an idea to paper, whether through necessity or
desire. Correct spelling enables the writer’s ‘message’ to be transmitted with minimum
ambiguity to its intended audience.

Specific Details:

This intervention aims to support students working through National Curriculum levels
2-4. This intervention aims to:

    •   Give children a multi-sensory strategy for learning new spelling
    •   Cover many common letter patterns
    •   Help children extrapolate from one know word to another
    •   Support less able pupils by offering sheets to revise and reinforce basic
        spellings

Students will work through Pollens English Basic Spelling Rules. The worksheets can
be used for individual, pair or group work. They can be used for introducing new
concepts and letter strings or reinforcing areas already covered.

Expected Outcomes:

Students should begin to apply their knowledge of letter patterns or strings to a wider
range of words. The students will understand that there is a correct way to spell words.
The students will be taking an interest in how words are constructed and generalising
from one word to another to develop their wider literary context.

30 minute sessions. This course runs for 8 weeks.

Assessment:

Work will be kept in a file. Students will have a spelling test during week six.
Intervention can be repeated if necessary.
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INTERVENTIONS: SPEECH AND LANGUAGE

Brief Summary:

Phonics are the building blocks of literacy. The Speech and Language Intervention
Workshop will be run for students of all ages who, for whatever reason, lack basic
phonic decoding skills and therefore struggle with reading, writing and spelling. Specific
support areas:
Phonics Syllables Segmentation Phonemes Blending Spelling
Word and sentence construction Basic grammar

Specific Details:

The initial part of the course will provide a groundwork in phonics, phonemes,
letter blending, syllables and segmentation. This will then lead onto work on spelling,
word construction and vocabulary building alongside basic grammar instruction.
Eventually students will move onto sentence construction and English grammar rules.

Expected Outcomes:

To improve students overall literacy proficiency.

Session will be for 30 minutes but extended sessions will also be available. The
work shop will be run weekly with groups of up to 4 students. This workshop will run for
8 weeks.

Assessment:

In the first session pupils will be asked to complete a Basic Phonics Decoding Ability
test to identify their current level of ability. Pupils will be re-assessed regularly to
measure progress.
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INTERVENTIONS: SOCIAL SKILLS

Brief Summary:

Social Skills is a collection of activities and lessons to help students learn to improve
their relationships with others. This may include Basic social skills, self improvement,
being around others, using Social Skills as well as some basic skills for life.

Details:

The social skills are presented in small, sequential steps. The topics are very specific
and relevant. The lessons are designed for intentional, rather than in- cidental learning.
The activities offered not only help students get along with others, but also help them
learn to control a situation by actively participating and contributing to the social
outcome.
Areas covered:
•        Skills for making a good impression.
•        Skills for self improvement
•        Skills for being around other people.

Expected Outcomes:

Improved understanding of emotions and the impact these have on our day to day life.
Reduced presenting behaviours, improved confidence, improved social interaction and
increased independence.

Social skills could run as an individual or group intervention. The session would last for
30 minutes though extended sessions would be possible. The intervention would run
for 6 weeks.

Assessment:

The students will be assessed through social observation as well as progress checklist.
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INTERVENTIONS: DECODING

Brief Summary:

Instant impact on literacy using fun, fast paced activities in a group of 4. Reading age
gains of up to 24 months in just six weeks

Details:

It uses fast, focused and fun multi-sensory teaching methods to ensure pupils are fully
engaged in active learning. It significantly boosts vocabulary development and literacy
skills, with dramatic, sustained improvements in reading ages. Sound Training opens
up access to the entire curriculum and has impacted on pupil overall attainments in
SATs, sub levels and GCSE grades. It also has very positive effects on pupil
confidence and self- esteem.

Expected Outcomes:

    •      Develop decoding skills
    •      Improve reading age
    •      Improve spelling
    •      To build their confidence

One session a week for 8 weeks.

Assessment:

The assessment used is the WRAT test.
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INTERVENTIONS: VISUAL SUPPORT

Brief Summary:

A workshop to help visually impaired students access written information.

Specific Details:

Visual Support Workshops will consist of:

One to one mentoring throughout the term to discuss the student’s individual needs
and record any problems
Group work aimed at identifying tools to help aid students during class. Increased
contrast; enlarged images and worksheets; use of tactile and auditory materials; books
on tape; magnifiers; larger print; screen magnifier; screen magnification software, and
braille materials.
Independent living skills and social skills.
Close links with parents and specialist professionals. Resources and overlays session
enlarging work, homework etc
Close links with class teachers to check seating plans are in place. Students will be
placed to the front of the classroom away from light and near the board allowing social
interaction with their peers.
Create action plans.

Expected Outcomes:

Student’s needs met and teachers notified of successful procedures.

Dependant on the individual needs of the student.

Assessment:

On-going observations from internal staff.
School nurse could contact personal GP and family if appropriate.
On-going observation.
Strategies from visual support team if required.
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INTERVENTIONS: WRAT

Brief Summary:

The WRAT is a norm-referenced test that measures the basic academic skills of word
reading, sentence comprehension and spelling. This test is designed to see if individual
students are entitled to receive a reader, writer or extra time in exams.

Details:

The WRAT test includes the following three subtests:

Word Reading - Measures letter and word decoding through letter identification and
word recognition.
Sentence Comprehension - Measures an individual's ability to gain meaning from
words and to comprehend ideas and information contained in sentences.
Spelling - Measures an individual's ability to encode sounds into written form through
the use of a dictated spelling format containing both letters and words.

Expected Outcomes:

To identify important fundamental academic skills.
To produce formal identification of learning or cognitive disorders.
Identify individual students who need to be evaluated more thoroughly for academic
problems.

Administration time for this test varies depending upon the age, skill and behavioural
style of the individual being tested. However, administration time is usually between 30
and 45 minutes.

Assessment:

After completion of the WRAT test, the test will be marked which will allow us to see if
the individual is entitled to any extra provision during exam periods (reader, writer and
extra time).
Mounts Bay Academy, Boscathnoe Lane, Heamoor, Penzance, Cornwall TR18 3JT
    E: enquiries@mountsbay.org | T: 01736 363240 | F: 01736 352326
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