Greenfields Academy is part of C.I.T Academies
01476 574 112
enquiries@greenfields-cit.co.uk

Wave 3

Greenfields Academy - Part of C.I.T Academies

Our suite of interventions for Wave 3…

Bespoke Numeracy Recovery Programme

Intervention Lead: Leanne Hoy.


Reasons for Referral: Pupil cannot access specific areas of the numeracy/maths curriculum due to attainment gaps, pupil needs basic attainment gaps addressing, e.g. times tables, addition, subtraction, multiplication, pupil has extra numeracy/maths provision needed on their EHCP. 

Intent: For Pupils to gain confidence when working with numbers and different mathematical techniques. Pupils are then able to access the curriculum in class, this will have a positive impact on behaviour and attainment.

Implementation: Programs are designed on an individual basis to meet specific needs. Our implementation methods and resources include: Mathletics programme, Numicon, physical and pictorial methods and ASD friendly games and activities.

Impact:
Improved numeracy and mathematical skill, improved progress in their academic attainment, build confidence when working with numbers, able to access the curriculum leading to increased attainment.

Dyslexia Support

Intervention Lead: Jade Tupper/ Leanne Hoy.


Reasons for Referral: – Problems learning the names and sounds of letters, putting letters and figures the wrong way round, reading slowly or making errors when reading aloud, avoiding activities that involve reading, slow writing speed/ poor handwriting.

Intent: For pupils to gain confidence reading and writing using different techniques to help their suspected dyslexia. Pupils are able to access things freely within the classroom environment to help their learning. Things can include: pen grips, coloured overlays, fiddle toys, noise reducing headphones, mini whiteboards.

Implementation: Pupils to receive a test for Dyslexia (not a formal diagnosis) using DST- J/ DST- S.
Impact:
Improve reading skills, improve handwriting skills, improve memory skills, reduce stress in working environment

Bespoke Reading & Phonics Recovery Programme

Intervention Lead: Jade Tupper. 

Reasons for Referral: Pupils has significant gaps in attainment when reading, pupil has little to no fluency when reading, pupil struggles with basic sounds, pupil has extra Reading/ Phonics provision needed on their EHCP. 

Intent: For Pupils to gain confidence when working with sounds and reading. Pupils are then able to access the curriculum in class, this will have a positive impact on behaviour and attainment.

Implementation: Programs are designed on an individual basis to meet specific needs. Our implementation methods and resources include: Read, Write Inc, Fresh start and various other friendly games and activities to help improve our pupils Reading & Phonics ability.
Impact: Improved Reading & Phonics skills, improved progress in their academic attainment, able to access the curriculum leading to increased attainment.

Bespoke SPaG Recovery Programme

Intervention Lead: Jade Tupper.
 
Reasons for Referral: Pupils has significant gaps in spelling skills, pupil struggles with high frequency words, pupil struggles with basic spellings, pupil has extra spelling provision needed on their EHCP. 

Intent: For Pupils to gain confidence in spelling. Pupils are then able to access the curriculum in class, this will have a positive impact on behaviour and attainment.
Implementation: Programs are designed on an individual basis to meet specific needs. Our implementation methods and resources include: Practicing spelling using sand, Lego and playdough to make the session more engaging and enjoyable, having a personalised spelling book that pupils can access outside of intervention in their own classroom, practicing spelling in sentences to also enforce handwriting skills.

Impact: Improved spelling skills, improved handwriting skills (when practicing sentences), able to access the curriculum leading to increased attainment.

Bespoke Emotional Awareness

Intervention Lead: Leanne Hoy

Reasons for Referral: 
Poor peer relationships, low self-esteem and confidence, problems with self-control, low empathy, disruptive behaviour in the classroom, poor social skills, poor regulation of anger and emotions, shyness.

Intent: At Greenfields Academy we promote a warm and open environment in which our pupil’s Emotional Literacy needs are met. We aspire for each pupil to feel a sense of belonging in their school community. Only when a child feels emotionally safe and secure in their learning environment will they undertake the challenge and risk needed to learn, (Pringle, 1996). Emotional Literacy is made up of four distinct branches; Self-Awareness, Emotional Control, Self-Motivation, Empathy and Managing Relationships. Effective intervention in these areas provide pupils with alternative ways to think, behave and deal with emotions. They learn what behaviours are appropriate and inappropriate and this increases resilience. Behavioural options that were not modelled during early years interactions can be learnt through Emotional Literacy interventions.
Implementation: To use a variety of resources designed to promote social emotional learning such as games, talking prompts and worksheets.

Impact: Improved emotional literacy, improved behaviour in the classroom, better peer interactions, increased confidence.

Bespoke Handwriting Programme

Intervention Lead: Jade Tupper
Reasons for Referral: – Poor handwriting, lack of knowledge of handwriting skills eg spaces, full stops, capital letters etc, refusal of writing in lesson due to lack of confidence of writing, poor fine motor skills such as holding pen/ pencil properly, pupil has extra Handwriting provision needed on their EHCP.

Intent: For Pupils to gain confidence in handwriting. Pupils are then able to access the curriculum in class, this will have a positive impact on behaviour and attainment.
Implementation: Programs are designed on an individual basis to meet specific needs. Our implementation methods and resources include: Read, Write Inc, Schofield & Sims, Free handwriting on tables with white board to easily remove mistakes taking away fear of embarrassment and shame of handwriting.

Impact: Improved handwriting skills, improved spelling skills (when practicing sentences), able to access the curriculum leading to increased attainment.

Swim25

Intervention Lead: Tobey Vidler.

Reasons for Referral:
 
Aerobic Endurance, develop swimming ability, increase confidence in water, to promote a fitter body and mind.

Intent: Swim 25 aims to increase students swimming ability. The main focus is to develop the students swimming technique and ability to enable them to swim 25 metres comfortably and efficiently. This will also increase self-esteem and confidence, whilst teaching them an important skill.
Implementation: Swim 25 will mainly be running for individuals, who cannot swim 25 metres. There will be different ways it can be implemented for pupils, depending on what best suits them. If a pupil is highlighted as not being able to swim 25 metres, we will apply for funding to help this pupil. If they are secondary age, this can potentially be done out of school hours, after school or on a weekend- parents may take them. This could be the same for primary pupils but there is also the option of having a 1-1 when they go swimming with school. This gives them the extra support they need.

Impact: Improve competency in swimming 25 metres, increase confidence in and around water, improve self confidence and self-esteem.

Peripatetic Tuition

Intervention Lead: Beth Archer.
Where pupils have a specialised creative, therapeutic skill or talent and the school does not have internal capacity or skills for effective delivery, an external specialist teacher/instructor may be employed to provide the specialist teaching (eg. Guitar Teacher).

Targeted Residential Visits

Intervention Lead: Beth Archer/ Andy Rush.
Reasons for Referral: Social Development & Friendships, life Experiences, academic study, wellbeing and relaxation, transitional relationship development.

Intent:
 Residential Visits are strategically deployed to achieve a very specific outcome or range of outcomes for pupils. These could vary for different pupils within the same visit. Residential Visits will raise aspirations and engagement.
Implementation:  Residential Visits take place at any time in the school year. Their financial cost must be balanced against the immense positive outcomes they bring. At times this may require external funding support, PP or PP+, Curriculum and Intervention Budget or Parental payment. As we return from C-19 restrictions our range of Residential visits will progress and may be ask local as the school site or as far afield as Europe. Our approach is that any visit is possible, if the target reasons are valid and resources can be sought. Visit outcomes should significantly support the progress within EHCPs, Tidal provision and/or Academic outcomes.
Impact: Improve socialisation and peer relationship, improve adult to YP relationships and knowledge, improved outcomes in academic study, provision of unique and inspirational life experiences which raise aspirations, development of personal life skills and independence

Lego Therapy

Intervention Lead: Rachel Hill. 

Reasons for Referral: Lego-based therapy is a speech and language intervention and can be helpful for students with a range of needs including: A diagnosis of ASD and/or ADHD, social communication difficulties, low self-esteem, difficulties interacting positively with peers.

Intent: Lego-based therapy is a group intervention. It is designed to improve social communication skills and boost self-esteem, while helping students to find a common interest with peers. Many of the students at Greenfields Academy are diagnosed with ASD, ADHD and have other conditions and experiences which impact on their ability to form meaningful relationships. Lego-based therapy helps them to develop these skills while working on a task that is both motivating and challenging.
Implementation: Lego-based therapy can be run as a whole class intervention or with a group of students from different classes. It runs for 4-8 weeks depending on time available and need of students. Lego sets are chosen carefully to ensure the optimum level of challenge. Ideally students will be grouped in 3s and there will be one adult per group in order to ensure that challenges do not become overwhelming and undermine the purpose of the group. Students (and adults if necessary) take on different roles to work together to build a Lego model. Each role develops different skills and students usually take turns at each role during a session.

Impact: The potential impacts of Lego-based therapy include increases in: social interaction skills, turn-taking, attention and sharing skills, collaborative problem-solving and the learning of concepts., fine and gross motor skills, self-esteem and confidence and a decrease in social isolation
Case Studies: A year 7 student with a diagnosis of ADHD and complex needs took part in a 6 week Lego-based therapy group with the rest of his class. Initially he displayed behaviours indicating extreme anxiety around the activity and struggled to engage appropriately with the group. In the second week he opted out completely, refusing to join in but agreeing to observe. As the weeks went on, he became more confident at working in a group of 3 with one other student and an adult. Initially he was only prepared to attempt one of the roles, which involved finding the pieces and passing them to the other student and did not require verbal communication. However, by the end of the programme he was able to work with one other student, using the instructions to describe the Lego pieces needed and explaining to the other student how to put them together. His anxiety-driven behaviours reduced, and it became a calming and focusing activity for him.

TIMS Level 1

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