Below is a list of interventions that we can offer. If you require further information, please contact Alison.
Reading Recovery is an early intervention designed for children aged five or six (usually Y1), who are the lowest achieving in literacy after their first year of school. These children are often not able to read the simplest of books or write their own name. They receive a short series of intensive 1:1 lessons with a specially trained teacher in their own school.
Inference training is a group intervention for pupils in KS2 and KS3 who decode adequately but fail to get full meaning and enjoyment from their reading. Evidence suggests one in ten pupils who decode satisfactorily, fail to get full meaning and enjoyment from reading. The techniques can also be used in KS2 and KS3 classrooms so that both classroom and group intervention approaches are aligned.
Who is it for? Yr3 - Yr9 Who delivers the programme? Teacher or Teaching Assistant
Project X CODE is aimed at struggling readers from Years 2 to 4 who need a helping hand to achieve appropriate levels for their age.
It is a small group intervention led by a TA which helps children get back on track with reading skills and enjoyment, so that they can catch up with their peers and make continued progress.
Who is it for? Yrs 2 - 4
Who delivers the programme? Teaching Assistant or Teacher
See more information here
Fischer Family Trust (Wave 3)
FFT is an early intervention for children in Year 1 (and above including KS2) who have difficulties learning to read and write. FFT Wave 3 is aimed at children who are unable to access a scripted group intervention, but who do not have the depth of need that would require the support of a Reading Recovery programme. It is based on the pedagogy and practice of Reading Recovery. The programme is included in the review of literacy intervention schemes compiled by Greg Brooks in 'What Works for pupils with Literacy Difficulties': 3rd Edition 2007
Phonics Counts is a new reading intervention based on systematic synthetic phonics. It is delivered by a specially trained teacher in collaboration with a teaching assistant to children in Years 1 to 3 who have the greatest difficulties with reading and have fallen seriously behind their peers. It particularly helps those who have an insufficient grasp of phonics as the prime approach to decoding and encoding, including children who have had considerable problems with the Year 1 phonics screening check. It helps them to get back on track with phonic skills and a love of reading.
Boosting Reading@Primary (and @Secondary) is a targeted, time-limited, one-to-one intervention over 10 weeks. It is designed to improve the way children read, enabling them to be independent problem solvers who read with understanding and enjoyment.
The programme is for pupils aged from 6 to 14 who:
GROW@KS3 is an accredited school-based literacy programme for students in Year 7 with literacy skills at National Curriculum Level 3 or below.
It aims to produce independent and highly motivated learners, whose literacy improves every time they read and write.
It involves a short series of lessons (individually or in groups of up to three), a minimum of three times a week, with a specially trained practitioner, who could be a SENCO, teacher, librarian or HLTA, for a 10 week initial period. Formative feedback on jointly agreed learning goals is provided through the teacher’s specific praise and prompts matched to the student’s growing competencies.
Write Away Together training focuses on how to use feedback to improve writing. A Write Away Together session involves a dialogue between a child and a trained partner about a piece of independent writing.The aim of the dialogue is to help the child understand how they can improve their work and embed strategies that will improve independent writing.
The model Praise, Improve, Plan underpins Write Away Together. Each session is based on a piece of writing done in the class, which is then celebrated and improved. The writer is then prepared to continue the writing independently, where appropriate. As an intervention, Write Away Together sessions can be led by a teacher or a teaching assistant.