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Provision Map - Wave 2 & Wave 3 Interventions

Wave 2  (Some pupils, targeted interventions)

Cognition and Learning

  • Tasks consistently modified to take account of literacy or recording difficulties
    - By class teacher
    - LSA support in class
    - Exam differentiation 
    - Focused strategies for particular classes, eg. Golden Curriculum in English
  • Opportunities for reinforcement and consolidation
    - KS3 literacy and numeracy prep support clubs
    - EAL enrichment club
    - Cursive writing enrichment club
    - Literacy enrichment club
    - KS3 and KS4 study skills support
    - Extra core curriculum lessons for english, maths and science 
    - KS4 and KS5 GCSE/ GCE personalised interventions and clinics by subject
  • ICT to support presentation and reinforce learning (word processors)
  • Reading groups (KS3) using phonetic and phonological reading schemes
  • Spelling groups (KS3)using in house spelling schemes
  • Maths groups (KS2) following Schemes of Work from the curriculum
  • Organisation and study skills mentoring during tutor times
  • Careers Fair for targeted pupils 
  • In-School Careers Advisor for targeted pupils

Communication and interaction

  • Activities planned to take account of pupil’s speech and language difficulties
  • Pupils seated with good role models to aid and improve language
  • Social skills club (KS3) weekly run by specialist LSA 
  • In House peer mentors
  • In House teacher / tutors supporting social aspects
  • Awareness by all staff of particular needs for students
    - Via inset days informing staff of particular needs and strategies for types of SEN
    - Regular and on-going updating of staff for students’ particular needs

Behaviour, emotional and social

  • In House ‘Individual Welfare Plan’ and ‘Behaviour Reports’ as needed for students
  • Temporary change of work location – removal of pupil to another area
  • Temporary use of time out, teaching anger management and calming techniques
  • Deputy Head of Pastoral and Heads of Houses send information on individual behaviour graduated approach plans
  • Extra focus on personal and social education, eg. Strategies to manage feelings, skills of friendship, self-awareness – usually through the House system
  • Programme to address bullying and anti-bullying committee in each house
  • New Yr 7 pupils have buddy 

Sensory, Medical and Physical

  • Allowing extra time to complete tasks
  • Leaving lessons early to avoid rush in the corridors and stairs
  • Monitoring safety in practical lessons and PE
  • Modifications to buildings eg. Ramp
  • Medical centre staffed by full-time nurses

Visually and Hearing Impaired Pupils

  • Lesson observations – advice and strategies to teachers and pupils
  • Simple classroom modifications eg. Colour of background and pen on whiteboard, lighting
  • Liaison with parents
  • Breaks tasks down into steps appropriate to pupil
  • Enlarged texts
  • Use of specialised transmitters in class
  • Over and pre-learning of key tasks and vocabulary
  • Support from LSA in some classes
  • Consider background noise in classrooms
  • Lesson observations resulting in advice and strategies to teachers and pupils

Wave 3 (a few pupils, specialised interventions)

Cognition and Learning

  • Intensive support in one or more curriculum areas
    - LSA in class work 1:1 or paired or small group
    - 1:1 teaching from specialist teacher for defined outcome/time
    - Small group or paired work with specialist teacher or LSA
  • Individual Education Plans (IEPs)
  • Whole School Honours Programme (see website, About the School, Honours Programme)
  • Additional transition support for Careers and College moves at KS4 and KS5
  • SHAPE  consortium of schools for vocational courses at KS4, alternatives to GCSE courses
  • English as and additional language (EAL) support through KS3 – 5
    - 1: 1 sessions
    - Mentoring sessions
    - Catch-up sessions
    - EAL enrichment club
    - EAL prep sessions
    - In house peer mentoring with TEFL 6th form trained pupils
    - External exams (Cambridge)
  • Use of specific bought -in phonetic and phonological awareness and skills programmes
  • Individual arrangements for exam concessions for GCSEs and GCEs as strictly determined by JCQ rules.
  • Working with outside agencies for advice and support, liaising over specific strategies for specific pupils
    - Educational Psychologist (County)
    - Child and Adult Mental Health (CAMHs) service
    - Occupational therapist
    - Speech and language therapist
    - Specialist Teacher Service from County
    - Counselling service
    - Physical and Sensory Support Service

Communication and Interaction

  • 1: 1 sessions with specialist teachers deliver programmes designed by outside agencies
  • Pre-teaching vocabulary in 1:1 sessions
  • Comprehension and inference and deduction skills
  • Teaching of figurative language, idioms, jokes and metaphors 
  • GCSE specific subject overlearning and coaching, exam past papers

Behaviour, emotional and social

  • 1:1 sessions focussing on anxiety management
  • Social stories to facilitate anxiety management, where appropriate
  • Role playing where appropriate
  • Monitoring of specific pupils for additional support in emotional and social issues
  • Time with supportive adult to talk through difficult situations and conflict resolution (Head of House, House Assistants, House Tutors, Form Tutors, LSA team, Counsellors, Medical Team, Inclusion Manager, Deputy Head of Pastoral)
  • Liaison with Educational Welfare Officer
  • Welfare group meetings to monitor across discipline information – for vulnerable students
  • Individual arrangements for GCSEs and GCEs – for emotional issues
  • Revised timetable and / or adapted  curriculum
  • Transition liaison with colleges and schools

Sensory, Medical and Physical

  • Adapting materials for students with co-ordination difficulties
  • Advice and support from occupational therapist
  • Access to technical aids or supplementary facilities
  • Liaison with sensory support service and regular assessments by specialist outside teacher for visual and hearing impairments
  • Parental involvement in Individual Education Plans
  • Strategies and advice for teachers and pupils on individual basis
  • Individual homework notebooks to record extra details of prep, supported by teachers and LSAs
  • Vocabulary notebooks for specified students
  • Opportunity to attend social skills group in KS3
  • 1:1 lessons to implement Speech and Language Care Plan
  • Individual Support if appropriate