Interventions

Ripplevale School Provision and Intervention Map 2019-20

At Ripplevale School we have our own team of therapists and highly skilled staff delivering specific intervention.

Our Vision

To provide therapy in collaboration with teaching staff, parents and other relevant professionals through a holistic and integrated approach that places the student at the centre of everything we do.

Our Aim

  1. To integrate therapy and intervention across all aspects of the school day.
  2. To increase the knowledge, awareness and skills of all school staff and parents.
  3. To ensure high quality intervention is delivered to those that need it.

To do this we

  • Offer regular training for school staff
  • Offer parent support as part of our parent coffee mornings
  • Have a robust referral and review system.
  • Set and review targets three times a year jointly with teachers through EHCP’s and at the EHCP yearly review meeting.
  • Set and review interventions according to student’s individual needs, linked to areas of need identified within teaching practise, informed from professional reports and through EHCP provision plans.
  • Are always available for advice and support for parents and staff.
  • Make sure our own knowledge is up to date.
  • Attend parents’ evenings and transition meetings.

Therapy and Intervention is fully integrated into the curriculum and across the school day through all departments.
Following referral and assessment, students will be assigned a level of provision. This provision reflects our current intake of students.  Wave 2 and 3 provision will depend on the students’ needs, staffing and resources. These provisions are:

Wave 1 Provision is the provision that is universal for all students.  The majority of students’ needs will be met through this provision.  This provision includes high quality and differentiated teaching and learning.

Wave 2 Provision is additional provision, normally in the form of smaller group tutor times, curriculum access lessons or in specific withdrawal time, to accelerate progress.  Wave 2 interventions will be put in place following careful analysis of progress data, teacher identification or statement/EHCP requirements.

Wave 3 Provision is specific, targeted 1: 1 interventions for students who are identified as requiring additional support.  This will be put in place when Wave 1 and 2 do not, on their own, enable the student to make appropriate progress.  This will involve focused activities that tackle fundamental errors and misconceptions and enable the student to make further progress either socially or academically.   As with Wave 2 interventions, students will be identified following analysis of progress data, teacher identification or EHCP requirements.

A summary of the provision below:

Wave 1 Universal

  • High quality and differentiated teaching and learning.
  • Social use of language and PSHE activities in PSHE lessons during tutor times, covering: social skills and empathy, motivation and self-awareness and managing feelings.
  • Development of behaviour support plans with appropriate students.
  • Literacy support through a synthetic phonics programme for appropriate classes in addition to the English programme of study.
  • New vocabulary introduced through the ‘Wordaware’ programme, which addresses spelling and semantic links.
  • Parallel talk emphasis in art lessons.
  • The environment which is structured around a visual timetable with trained support staff to assist in organisation and the clear reward system.
  • Structured lunch time activities
  • Life skills programme to include social skills

Wave 2 Smaller groups of 3-4

  • Small group programmes devised by our Speech and Language Therapist on EHCPs
  • Small group programmes recommended and devised by our Occupational Therapist on EHCPs
  • Reciprocal language skills and social understanding supported through language activities, friendship programmes  and the use of  Lego therapy.
  • Literacy is further supported through a synthetic phonics programme and discreet literacy lessons.
  • Early Numeracy and Dyscalculic methods of teaching following a programme by Steve Chinn and Maths catch up for students with additional difficulties in numeracy.
  • Activities to support memory difficulties delivered through the programme ‘Short-term Memory Difficulties in Children’ by Joanne Rudland.
  • Use of Mindfulness programme based on Dr Tony Attwood’s Cognitive Behaviour Therapy to Manage Anger and/or anxiety.
  • Marianne Frostig visual perception programme
  • Movement Programme
  • Sensory circuits
  • Horse riding
  • Outdoor Learning

Wave 3 1:1

  • 1:1 time timetabled in programmes above where required.
  • Play therapy
  • Weekly counsellor
  • EFT
  • 1: 1 Programmes devised by our visiting speech and language therapist, EHCPs, or direct input.
  • 1: 1 Programmes recommended by our OT specialists on statements/EHCPs or direct input.
  • Mindfulness
  • EMDR
  • Phonics
  • Numeracy
  • Visual Perception
  • Drawing and Talking

Full intervention map of Curriculum and academic intervention programmes:

Intervention map of Curriculum and academic interventions document