The whole school approach to the identification of learners who need to follow an intervention can be summarised as follows:

Step One:

When a parent, carer and/or class teacher feels that there is concern about an individual child, our initial response is to provide differentiation, quality first teaching strategies and scaffolding within the classroom. The child’s progress is then monitored regularly by the class teacher. The class teacher may use teaching assistants to assist in class and may also implement class-based interventions. 

Step Two: 

Where learner progress is not as anticipated, targeted ‘catch up’ interventions to supplement differentiated teaching may well be needed to address specific areas for development. This is a fundamental element of high-quality, but routine, teaching. A combination of high-quality teaching with effective, short, time-limited catch-up interventions will be enough for most learners to ensure that their progress is in-line with their potential. 

If progress continues to be slow in relation to the child’s ability, the class teacher will discuss concerns with staff carrying out specific interventions (i.e., the school’s Learning Support Team) and sessions will be timetabled accordingly to assist the child’s learning (e.g., one to one precision teaching, or group work). This is a fundamental element of high quality, but routine, teaching.

Also, where additional support is needed to develop school practice, or to address a learner’s individual needs, the school’s Additional Learning Needs Co-ordinator (ALNCo) is well placed to work with external agencies and specialist teams within the Local Authority (LA), including NHS health professionals. 

Step Three: 

Where progress is less than expected, high-quality teaching, including differentiation, and standard, routine interventions or reasonable adjustments may not be sufficient to meet the needs of all learners. Such learners may well be identified as having additional learning needs (ALN) and it will be necessary for the school to take some additional or different action to ensure progress. Deciding if a learner has ALN will be based on assessment of progress over time, from a range of sources. 

Additional Learning Needs (ALN)

Learning Support Team:

Learning Facilitators: Mr Thomas Sims-Hayes and Mrs Ingrid Morgan

Higher Learning Facilitators: Mrs Rhiannydd Jones, Mrs Mari Hughes and Ms Rhoda Henson

Intervention Programmes:

Cognition and Learning

Intervention ProgrammeDescriptionChampion(s)
Precision TeachingA programme to help children overcome a specific difficulty and develop accuracy and fluency. It involves 10 minutes of 1:1 teaching.Mrs Mari Hughes, Ms Rhoda Henson & Mr Thomas Sims-Hayes
Direct Phonics / Cychwyn EtoA structured phonological programme to support reading, spelling and writing skills.Mrs Mari Hughes, Ms Rhoda Henson & Mr Thomas Sims-Hayes
Maths FactorA programme to promote self-confidence and reinforce basic numeracy skills.Mrs Mari Hughes, Ms Rhoda Henson & Mr Thomas Sims-Hayes

Communication and Interaction

Intervention ProgrammeDescriptionChampion(s)
Language LinkA structured programme which promotes understanding of language concepts.Mrs Ingrid Morgan
Speech LinkA tailored intervention to target and develop specific speech skills.Mrs Ingrid Morgan

POPAT

A program to support learners with language and speech difficulties.

Mrs Ingrid Morgan & Ms Rhoda Henson

WellComm

A program that supports the language difficulties of learners in the Early Years.

Mrs Ingrid Morgan

LEGO Therapy

LEGO Therapy works on key areas of social interaction, such as; turn taking, listening, eye contact, problem solving and sharing. In addition to this it works on language concepts such as; size, prepositions and colours.Mrs Rhiannydd Jones

Sioni Siarad / Trochi Iaith

An intervention to support children who are learning the Welsh language.Ms Rhoda Henson

Behaviour, and Emotional and Social Development

Intervention ProgrammeDescriptionChampion(s)

ELSA

An Emotional Literacy Support Assistant (ELSA) is a warm and caring person who wants to help learners to feel happy in school and to reach their potential educationally.  ELSA’s will help children learn to understand their emotions and respect the feelings of those around them.

Mrs Rhiannydd Jones & Mrs Mari Hughes

Dewch i Siarad (Talkabout)

This group intervention is for learners with difficulty in social communication/interaction.

Mrs Rhiannydd Jones & Mrs Mari Hughes

Sensory and/or Physical Needs

Intervention ProgrammeDescriptionChampion(s)

Handwriting Motorway

The objective of this intervention is to develop fine and gross motor skills in order to facilitate handwriting and postural control. 

Mrs Mari Hughes, Ms Rhoda Henson & Mr Thomas Sims-Hayes

Sensory Circuit

Sensory Circuit aims to facilitate sensory processing to help children regulate and organise their senses in order to achieve the ‘just right’ or optimum level of alertness required for effective learning.

Mr Thomas Sims-Hayes