Interventions
Resource Base interventions:
The Resource Base offers a wide range of interventions tailored to meet the needs of the cohort. The interventions on offer generally change each term. This Term we offer 27 different interventions each week!
Please check your child's timetable to find out what interventions your child is accessing this term.
Below is the full list of Spring 1 interventions. The table shows the name of the interventions, some blurb about what we are doing and why and the outcomes we will be working towards.
Intervention groups
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What | Blurb | Objectives / outcomes | Outcomes / Next steps |
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Language Partner Early Work Group
Daily
8:40 to 9:00 | Resources are boxed up and language boards created for these.
Chn use language to request and interact with resources.
| To be able to use “subject + verb” word combinations to comment during a motivating play activity.
To be able to use “subject + verb” word combinations to request during a motivating play activity.
To use an aided language board to express thoughts
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Soft entry, attention and turn taking activities
9:10 to 9:45 | Endeavour |
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Conversation Partner Early Work Group Handwriting
Daily |
| Handwriting
Individual Reading
Guided Reading |
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Reading group 1 | Sky Class |
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Reading group 2 | Titan Class |
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Reading group 3 |
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Reading group 4 |
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Maths Group
Daily | Opportunity for over-learning and re-visiting key concepts of Number and Arithmetic to consolidate understanding
To grow confidence and independence, including knowing and selecting useful resources.
To encounter reasoning questions
| To make progress towards academic targets in Maths.
To use personalised resources and adult support to attend to a learning task for 15 minutes.
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Maths Group LA |
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English reading and writing Yr 1 / 2 pitch
11:00
Mon – Weds, Fri
| Constructing sentences that have meaning with correct word order.
Linked to book / curriculum focus.
Story, Comprehension Quiz, Sequencing, Labelling, Captions, Writing sentences.
2 week cycle. GM to plan weekly plan and resource using reading book schemes.
| To learn and use key words and concepts linked to the text with adult support
To answer questions about a text to Blanks Level 2 with adult support
To create a sentence that carries meaning using a variety of word combinations including people’s names and verbs.
To use adjectives to describe a noun or a feeling
To sequence a story
To verbally describe what is happening in a picture
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Higher ability English: Year 2/3 pitch With social skills embedded
Mon to Fri
| Purpose of group is to engage, provide opportunities for talk and group work based around roles, grow confidence for writing, develop independence, capture where they are as a writer, I am a writer – what this means | To make progress towards academic targets in English.
To use learned strategies and available resources, including adult support to be alert and engage productively.
To attend to an adult directed table-top writing task for 15 minutes
Can tolerate making a mistake
To answer questions about a text to Blanks Level 3 with adult support
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12:00 Spellings and guided reading
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Art Club
12:45 |
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Moving stories 1
1:30 |
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Maths
Booster | Closing the gap in Maths |
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Handwriting | OT recommendations |
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Reflection | Pupil voice Blob Tree Zones Tools Art Therapy |
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Cooking |
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Science
Tues 1:30 | Year 4 science curriculum delivered in an ASD friendly way
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Feelings group / transporters
Tuesday 2:15
| Zones or Regulation and Energy | To identify and verbalise how someone is feeling using learned feelings words
With adult support can use body language, facial expressions and tone of voice to show how someone is feeling during role play
With adult support can express what things can change the way that they feel
With adult support can suggest a regulating strategy for a character or peer
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Language for thinking
Tues 10am |
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Pupil Parliament | Pupils share voice and implement projects and support narratives on a range of issues across the school |
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Autism and Identity | Autistic identity affirming project |
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Playscript | Learn playscript based around special interests with a view to a performance |
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Geography Club / language for thinking
Jade | Students accessing RB interventions may miss out on wider aspects of the curriculum as a result.
This session will provide an opportunity for students to grow their foundational knowledge within a small group environment.
Learning will be linked to current Year Group themes or texts being taught in English.
| To attend a group activity with a small group of peers.
To engage with curriculum material
To use language when working within a group to ask / answer questions
To listen to a peer and respond
To use tools to be ready to learn
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Maths Booster |
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Talkabout |
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Neurodiversity ambassadors |
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Swim
1:15 |
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Swim
2:15 |
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PE
2:15 |
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Lego
Friday 10am | Lego Therapy |
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Friday |
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Handwriting |
| OT recommendations |
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