Intervention

We have highly qualified Teaching Assistants here at Moorside Primary Academy who deliver various interventions.

 

Numicon intervention: an intervention designed to close the gap and improve mathematical skills. It’s a short term intervention lasting 10 weeks. This consists of two 25 minute sessions a week. Numicon uses a multi-sensory approach to teach maths. This provides a context for discussion about mathematical ideas.

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1st Class @ Number: an innovative maths intervention designed to help children in Key Stage 2. Children have 30 lessons over 10 weeks. It aims to build children’s confidence in mathematics as well as challenging them and seeing them succeed.

 

Number Box: a 10 week programme. It Provides TA’s with a system to use with individuals for 1-1 teaching on a regular basis in order to establish the concepts of number. It uses a multi-sensory approach. The number box has been designed to provide a progression of skills and a full record of work showing successes and area of difficulty. Children manage all the materials and take ownership of their own learning.

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Success @ Arithmetic: is a ‘light touch’ calculation-based intervention for children in KS2.  It is delivered to a small group of children for 40 minutes 3-4 times a week. It aims to raise the attainment of learners who have difficulties with arithmetic. It helps them to make accelerated progress and catch up with their peers, becoming confident at calculation.

The five minute box: a 12 week programme used with children 1-1 on a daily basis. It teaches the basic skills for reading and writing, early phonics, keywords and personal and sequential information. It has a progressive programme always starting from the known building up in small steps. It allows essential consolidation and revisiting all tasks to ensure skills are not forgotten. Children manage all the materials and take ownership of their own learning.

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Moorside Better Reading Programme: a one to one intervention designed to rapidly improve reading and comprehension skills. It’s a short term programme that provides intensive reading support lasting 10 weeks. This consists of three 15 minute session a week. The main aim is to develop independent learning, reading strategies, confidence and enjoyment.

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Talking Partners: is a targeted, time limited, small group intervention that is used from Reception to Year 6. It is a structured oral language programme which enables children to listen actively, talk more confidently and engage children with the text. Sessions take place three times a week, (for EYFS this is adjusted to five times a week, but shorter sessions) over a 10 week period.

 Talking Tree: an early language intervention designed to promote speaking and listening skills both in everyday social language and in early curriculum contexts. It is suitable for early stage learners of English. Children in EYFS and early KS1 who are reluctant participants in social interaction. And children who are not yet confident to interact with others.

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Hotshots: a 10 week programme that lasts for 45 minutes on a weekly basis.

The focus on hotshots is to enhance the emotional well-being of all pupils through the exploration of feelings and personal well-being. It also helps children to relax and boost self-esteem and confidence. Hotshots create opportunities for children to understand their own feelings, reflect on their actions and develop empathy.

We strive to make the children’s journey through school an enjoyable and a happy time. Therefore we promote positive friendships and create opportunities for friendships to grow through a range of approaches.

 

 

Social communication Group: an early intervention that is designed to promote speaking, listening and turn taking. It is suitable for children in Early Years and KS1. Sessions last for 30 minutes on a weekly basis.

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Narrative Therapy: an oral language programme aimed at EYFS and KS1 children. The programme is delivered to a group of 4 to 6 children for 20-30 minutes on a weekly basis. The narrative components are ‘Who’ ‘Where’ ‘When’ and ‘What happened next’. It aims to improve understanding, improve expressive language, attention and listening skills.

Lego Therapy: an intervention that aims to develop social communication, attention, turn taking, joint problem solving, listening, Identifying and teaching concepts and increasing sentence length. It is delivered to a group of three children for 30 minutes on a weekly basis.

Speech and Language: individual plans written by Speech and Language Therapist. These plans are delivered in school and are reviewed on a regular basis to track progress.

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Teodorescu Perceptual- Motor Programme: this unique programme consists of a carefully graded series to develop hand-eye co-ordination, form consistency, spatial organisation, figure ground discrimination, orientation and laterality. The programme is carefully graded to build up the skills essential for effective handwriting.

 

TOE BY TOE: is a multi-sensory reading programme. It is methodical, gradual, finely structured and measurable. It is delivered for 20 minutes 4 times a week.

 

Lifeboat:  the scheme was designed to help develop reading and spelling. Lessons progress in a sequential, step by step manner to develop a deeper understanding of phonics. The programme draws on the principle of multi-sensory teaching methods. Visual, kinaesthetic and auditory sensory approach.

Inferencing: A short term intervention lasting 10 weeks. This consists of three 30 minute sessions a week. It helps children to develop their comprehension skills. Inferencing is a difficult skill to achieve as it involves complex and abstract processes such as understanding implicit information.

Pindora’s Box: is a series of 5 levels containing materials designed and planned to help in the training of fine and gross motor skills for children aged 6-10 years old. The benefits of the Pindora’s Box scheme is the improvement in motor skills. It also promotes self-esteem and self-worth.

 

 Motor Skills United: develops the core skills which underpin all areas of fine motor development. It develops motor and perceptual skills which impact on learning and handwriting. It also raises children’s confidence self-esteem.

 

Art Therapy: aims to provide children between the age 3-11 self-confidence and self-esteem through creativity and expression. We aim to encourage emotional and behavioural improvements and help develop life skills. It gives each child a chance to achieve their potential during the school years and beyond.

T Howe – Lead TA