Intervention may be used to help support your child with their conduct, learning or emotional behaviour. It is
also used to close any gaps in their core learning (Maths, Writing & Reading), which may be causing them to
fall behind when compared with their peers both locally and nationally.
At St. Mary’s, we put the individual needs of the child first by providing a range of intervention tools to promote positive outcomes.
Curriculum Support
1:1 Phonics Support
What is it?
Daily 1:1 session in addition to the normal phonics lesson. This provides 10 minutes daily where children can review and master key sounds and apply them to reading and writing.
How is it implemented?
The sessions are run by a Teaching Assistant with specific Read Write Inc. training. Sessions are normally run daily.
Alan Peat Sentences
What is it?
Small group support with an adult in addition to the English lesson,
where sentence types can be taught explicitly. This provides opportunity to practise writing skills.
How is it implemented?
Based on the children’s writing, groups learn about and practise a specific Alan Peat sentence, usually across two sessions.
Breaking Barriers
What is it?
Breaking Barriers is for 1:1 or small group intervention aimed at children who need to revisit previous Maths learning.
How is it implemented?
Children selected by the class teacher work with children daily or every other day. Breaking Barriers focuses on the use of manipulatives to solve Maths problems.
BRSP
What is it?
The Better Reading Support Partnership (BRSP) is a 10 week programme of three 15 minute 1:1 sessions a week. The sessions provide a relaxed environment that gives pupils the time and space to practise and apply the skills taught by their teachers and to talk about their reading with an adult.
How is it implemented?
Each session, the child reads three different texts – a familiar text, a recently introduced text, and a new text. At each stage, the Teaching Assistant provides positive feedback and identifies potential targets.
Lexia
What is it?
Support in the six areas of reading instruction, targeting skill gaps as they emerge, and providing teachers with the data and student-specific resources they need for individual or small-group instruction.
How is it implemented?
Lexia is completed by pupils through their own Lexia login and progress through a series of levels. Progress is monitored by a Teaching Assistant and reviewed by the class teacher. Pupils aim to complete an hour a week on Lexia. Pupils have a license of their own which they can use at home to continue their progress. For more information, go to: https://www.lexialearning.com/why-lexia/rigorous-pedagogy
Maths Skills
What is it?
Small focussed group support out of the maths lesson to practice key maths skills.
How is it implemented?
Teaching Assistants usually work with children directed by the teacher, depending on any challenges the children encountered during the main Maths teaching.
National Tutoring Programme
What is it?
A part-funded project by the DfE which allows a fully-qualified teacher to work for 15 hours with identified children to identify barriers to learning.
How is it implemented?
Groups are carried out in the morning for three weeks per group.
Pre/Post Teaching
What is it?
Time to introduce new learning before and after the main lesson, to provide children with a better chance of retaining learning and having the confidence to contribute to whole class work.
How is it implemented?
Pre/post teaching, otherwise known as ‘flipped learning’ is carried out by Teaching Assistants depending on the focus of the lesson and the individual progress of the child.
Priority Reading
What is it?
Providing 1:1 time to develop reading skills.
How is it implemented?
Teaching Assistants read with specific children daily and offer targeted feedback.
Project X CODE
What is it?
Reading intervention programme targeting phonics and comprehension. Aim is to improve fluency and understanding.
How is it implemented?
Sessions are usually 20-25 minutes long, four times a week. Children experience different types of reading with their group and Teaching Assistant as they complete a long reading narrative. Optional homework is sent home at the end of each session.
Understanding Reading Comprehension
What is it?
Small group support focussing on the skills needed when reading. (retrieving information from the text, understanding the meaning of words, sequencing the text, inference etc.)
How is it implemented?
Run in groups, a Teaching Assistant assesses the group in a specific area of comprehension. Then, the group is taught a strategy, practice it with support, practice it on their own, and then are re-assessed. Sessions are normally run twice a week.