Our Intervention Offer

At St Michael’s, we are committed to ensuring that every pupil is able to access learning, make progress and feel successful in school.

High-quality, inclusive classroom teaching is always the starting point. Where pupils need something additional or different, we provide a wide range of carefully planned interventions and targeted support.

Our intervention offer is responsive to individual need. Support may be short-term, delivered over a planned programme, or form part of a longer-term package of provision. Pupils’ progress is reviewed regularly so that support can be adapted, continued or concluded as appropriate.

Reading and Phonics

We provide targeted support to help pupils develop secure reading and phonics skills, including:

• Little Wandle Keep-up – additional practice for pupils who need further support to keep pace with the Little Wandle phonics programme.
• Little Wandle Rapid Catch-up – targeted phonics teaching for older pupils who have gaps in their phonic knowledge and need accelerated support.
• Additional reading practice – regular individual or small-group reading to develop fluency, confidence, accuracy and comprehension.
• IDL Literacy – an individualised programme which supports areas including reading, spelling and literacy development.
• Precision Teaching – a structured, high-frequency approach used to help pupils secure and recall specific reading, spelling or other key skills.

Mathematics

Targeted mathematics support is provided where pupils need further practice, consolidation or opportunities to close specific gaps in learning.

Our provision includes:

• MTC intervention – targeted multiplication-table practice to develop fluency, recall and confidence.
• IDL Numeracy – personalised support to develop mathematical understanding and address identified gaps.
• Precision Teaching – used where appropriate to develop rapid and secure recall of specific mathematical knowledge and skills.
• Additional small-group or individual support based on assessment and identified need.

Speech, Language and Communication

We recognise that strong communication skills are fundamental to learning, relationships and wellbeing.

Our speech, language and communication provision includes:

• WellComm – screening and targeted activities to identify and support pupils with speech, language and communication needs.
• Speech and Language Therapy (SALT) – programmes and strategies recommended or delivered in partnership with Speech and Language Therapy services.
• Targeted individual and small-group activities to develop speaking, listening, vocabulary, understanding and social communication.

Where pupils require more specialist support, we work closely with external professionals and families to ensure that recommended strategies and programmes are embedded within everyday school provision.

Social, Emotional and Mental Health

We provide a strong range of targeted support for pupils who may need additional help with emotional regulation, self-esteem, relationships, anxiety, bereavement or other aspects of emotional wellbeing.

Depending on individual need, provision may include:

• ELSA support
• Targeted Gardening and Wellbeing Club
• Sensory circuits
• Lego Therapy
• Counselling and therapeutic mentoring
• Play Therapy
• Psychotherapy
• Support from specialist autism and SEND teachers
• Targeted social skills and relationship work
• Individual emotional regulation and self-regulation programmes
• Enhanced transition support
• Support during less structured parts of the school day

Our school works with a range of professionals and services to provide targeted therapeutic and SEMH support. This has included counselling, psychotherapy, play therapy, ELSA provision, sensory circuits, Lego Therapy and specialist SEND support.

The impact of this support is reviewed carefully. Our evaluation of SEMH interventions shows examples of improved emotional regulation, relationships, developmental functioning and readiness to learn, alongside reductions in difficulties for many pupils receiving targeted support.

Communication, Interaction and Social Skills

Some pupils benefit from additional support to develop their interaction, relationships and understanding of social situations.

Support may include:

• Lego Therapy
• Structured social skills work
• Adult-supported play and interaction
• Support with developing and maintaining friendships
• Visual supports and personalised communication strategies
• Work on recognising and expressing emotions
• Targeted support from specialist SEND professionals

Sensory and Regulation Support

For pupils who benefit from support with sensory processing, attention or regulation, provision may include:

• Sensory circuits
• Movement and regulation breaks
• Individual sensory strategies
• Visual prompts and environmental adaptations
• Access to appropriate sensory resources
• Support to identify personal regulation strategies and safe spaces

Our sensory circuit provision can be used as a regular targeted intervention to support emotional regulation and readiness for learning.

Working With Families and Other Professionals

Where appropriate, interventions are planned in partnership with pupils, parents and carers and external professionals.

This may include working with:

• Speech and Language Therapy
• Educational Psychology
• Specialist SEND and autism teachers
• Counsellors and therapists
• Health professionals
• Social care and early help services
• Other specialist agencies

Advice from professionals is incorporated into pupils’ provision so that support in school is coordinated and purposeful.

A Graduated Approach

Interventions are not used in isolation. They form part of our wider graduated approach to identifying need, putting appropriate support in place, reviewing its impact and agreeing the next steps.

Pupils do not need a diagnosis to receive additional support. Provision is based upon identified need, and interventions are selected carefully to help pupils overcome barriers, develop independence and experience success.

The type, frequency and duration of an intervention will vary according to the individual pupil. Progress is monitored so that we can evaluate the impact of provision and make changes where necessary.