Cognition and Learning Intervention

Mathematics Core Skills

Summary of Intention: The programme focuses on core mathematical skills to build confidence and support access to timetabled lessons. Manipulatives and a range of strategies are used to secure understanding at the concrete stage, with approaches students can apply in the classroom. Students are identified through RON’s and referrals. Baseline assessments are completed at the start and repeated in the final week to measure the impact of assisted learning.

Expected Outcomes: Improved core mathematical skills, self-confidence and ability to transfer embedded knowledge into new topics.

Spelling

Summary of Intention: Target sounds are identified through a baseline assessment, the taught, practised and reviewed by students. The programme focuses on building confidence and accuracy with phase 5 sounds.

Expected outcomes: Improved segmenting and recognition of Phase 5 sounds, with strategies practised to support reading and spelling unfamiliar words. This leads to greater independence and success within the classroom.

IDL

Summary of Intention: IDL is a speaking-based multi-sensory system which supports learners with dyslexia and associated difficulties to increase their reading and spelling ages. The Literacy software incorporates all aspects of a balanced literacy programme to improve spelling, handwriting, vocabulary and comprehension skills.

Expected Outcomes: To improve the reading and spelling age of students and reduce barriers to learning.

Touch Typing

Summary of Intention: Weekly sessions are offered to students who require the use of a laptop to complete classwork. Sessions aim to improve techniques to allow for faster and more efficient keyboard use.

Expected outcomes: Improved keyboard skills to enable efficient use of a laptop.

Hand Writing

Summary of Intention: Students are given a baseline assessment to determine areas of weakness. Each session is started with a finger gym activity to improve hand strength. Staff to model letter formation and allow students to practise both print and cursive of single words and sentences. Extensive write under a time frame used to mimic a lesson scenario and determine improvement.

Expected Outcomes: Improved legibility and formation of letters within students’ writing. Improved fine motor skills.

Organisation

Summary of Intention: The programme focuses on the development of executive functioning skills. During each session students work on tasks to improve memory recall, self-control and organisation skills. Focus is put on determining suitable note taking methods, organisational tools and techniques for each individual student. Students are identified through RONs and referrals.

Expected Outcomes: Students learn a range of organisational techniques and are supported to improve executive function skills needed to plan, meet objectives, display self-control, follow multiple-step directions, and maintain focus.

Dyslexia

Summary of Intention: Strategies developed to aid the reading, writing, and spelling skills of those screened for dyslexia.

Expected Outcomes: To improve students’ independence and to promote self confidence within learning.

Preparing for KS4

Summary of Intention: A four-week intervention explaining the expectancy of KS4. Discussions based on what to expect, advice and support on helping yourself and discussions based on the “future you” held with the careers officer. 

Expected Outcomes: To Equip students early with the expectations of KS4, empowering them to continue this thought process independently and an introduction to relevant adults who will be working with and supporting the students throughout their next stage.

Reading

Summary of Intentions: Reading groups are selected based on the reading age data from the Literacy Online reading comprehension assessments completed by each student. After 6 weeks these students then complete another version of the test, and their progress is measured. The reading sessions are tailored to the needs of the different groups, meaning that some read aloud with the teacher support of decoding and following the story, whilst other read more independently with a focus on interpreting the story, characters and events.

Expected Outcomes: Improved confidence in reading and comprehension (teacher assessment and reading age score) to enable better access to the curriculum across all subjects.

Maths Skills

Summary of Intentions: Students identifies from teacher input and Numeracy Ninja results. Small group Maths teaching key concepts that will support the students in their maths learning and across the curriculum. Topics for further learning are based on identified gaps in knowledge from practice questions and from teacher feedback.

Expected outcome: Improve understanding of key maths skills, development of self-confidence and promotion of inclusivity within lessons.

Dyslexia

Summary of Intention: Students are offered a 6 -week intervention consisting of 6 one hour sessions. Focus is on Year 9, 10 and 11 in preparation for GCSEs. The intervention provides resources and strategies for areas of weakness in reading, writing, spelling, revision and exam techniques. Strategies to aide working memory and information processing suggested. Students receive the intervention every year.

Expected Outcomes: Improvements and strategies devised to improve accessibility to lessons across the curriculum. Colleagues

Literacy

Summary of Intentions: Focus is on those students in year 7 who are identified with a lower reading age. The intervention teaches phonics skills, reading and comprehension practice and spelling strategies for high frequency words and graphemes. Focus is on punctuation and grammar. Reading and spelling ages are tested at the beginning of Year 7, 6 months later and then at the end of Year 7 to determine progress. writing and spelling.

Expected Outcomes: An improvement in the accuracy and fluency in reading. The ultimate outcome is students’ improve in line with their chronological age.