Support Networks/Intervention Available to Identified Pupils...

  • Teaching Assistant support in the classroom
  • Dyslexia Institute Literacy Programme
  • Key Skills (Pre reading/writing)
  • Study Skills
  • Nurture Groups
  • Organisation skills

Along with...

  • Well Being
  • Foundation Group
  • Mentoring of Students
  • Catch up Literacy
  • Accelerated Reader
  • Rainbow Maths
  • EAL
  • Reader/Scribe Exam Arrangements

Teaching Assistant Support in the Classroom

All staff are made fully aware of pupils who have any kind of individual need, via SENCO, SEN register and Individual Education Plans.Pupils with Statements for any physical disabilities will be given teaching assistant support as appropriate, especially where there are health and safety issues. All pupils with Statements those at School Action Plus and School Action are given in class Teaching Assistant time as per SEN funding allows.

Differentiated work is provided in subjects by the subject teacher where appropriate, enabling all pupils to have equal access to the curriculum. Teaching Assistants are encouraged to be involved in this.

All Year 7 pupils have teaching assistant support in English, History, Geography, PHSCE and the bottom sets for Maths and Science.

This support not only eases the transition of pupils from Primary school but also enables staff to monitor and identify any pupils who may need further support.

Dyslexia Institute Literacy Programme

This programme was developed by the Dyslexia Institute primarily for people with dyslexia but many people with all kinds of literacy difficulties have benefited from it.

The vast majority of literate people are aware of the patterns and consistencies of the English Language. They have learned to read and to spell by noticing patterns in sounds and letters, by using analogy, by remembering the hand movements of word shapes in handwriting and by noticing meaningful segments in words. The dyslexic does not or cannot absorb the skills of written language in the same way and needs to be taught them explicitly. The symbols are the problem for the dyslexic. He has trouble in decoding printed symbols into speech (reading) and often greater difficulty in encoding speech into the conventional symbols which others can understand (spelling). This literacy programme aims at helping him understand some structure and order in what he considers to be a morass of arbitrary symbols and to use strategies to transfer into other learning situations.

Units of Sound

Aims of the Course

To empower students and give them control of their literacy by developing...

  • Automaticity of sound / symbol response
  • Skills for word attack for reading and spelling
  • An understanding of the structure of language
  • An ability to apply learnt rules
  • Memory skillsSelf esteem, social skills, metacognative partnerships with staff and peers
  • The confidence and skills needed for independent study

Units of Sound is a multi-sensory, structured, cumulative audio-visual programme of literacy intervention which was developed by Walter Bramley of the Dyslexia Institute.

Stage One covers reading ages 5 years 6 months to 8 years, Stage Two 8 years to 10 years and Stage Three 10 years to 12 years 6 months.

Checking is done by the teacher at least 24 hours after the audio visual learning session.

This language programme was set up in Earlsheaton in September 2002 and has been enhanced by interactive smart board technology.

The course is designed to meet the needs of individual students. Each pupil works through a literacy programme on PC designed to specifically meet their individual need. This learning is systematically re enforced through reading back to teachers, spelling from dictation, proof reading and creative writing.

Comprehension skills are improved with questions and discussions about vocabulary and concepts using the words and prose from each stage of the student’s programme .

Structure of language is taught through group activities, board and interactive games, and individual tuition.

This programme is proving to be very versatile and has enabled us to develop interventions to meet a wide variety of needs in school.

We teach across the entire range of ability and offer an accelerated literacy programme to children whose NFER CAT scores indicates a significant discrepancy between general underlying ability and literacy attainment.

Key Skills


  • To develop sound/symbol correspondence, sequencing skills, visual and auditory memory, joined fluent handwriting in line with DILP structure.
  • To develop reading skills ( decoding, comprehension/reading for information) – using Wellington Square , DILP and Word Shark.
  • To develop writing/spelling skills. DILP, Wellington Square , Word Shark, handwriting programme.
  • To increase self-confidence, raise self esteem and allow greater access to the curriculum.
  • To develop speaking/listening skills.

Social Use of Language

S.U.L.P. works within a structured and cumulative framework to assess and develop interpersonal and social abilities, from a communication and thinking perspective. Communication impacts upon a pupil’s personal, social and behavioural development and S.U.L.P. aims to further the skills required for this.

Sessions take place 9 times a fortnight for separate groups of 5 – 8 pupils. These sessions involve role-play, memory skill, social contexts and appropriate situational responses.

We work in close collaboration with the Speech Therapist who continues to monitor the progress of individual students. The Speech Therapist fully endorses the work done in the S.U.L.P. groups.

Pupils chosen on recommendation of staff and speech and language therapists including those with specific speech and language difficulties.

Baseline assessment via S.L.T. where appropriate.

Various method of measuring attainment have been tried under direction of S.L.T. and it was found to be impractical to measure eye-gaze and utterances etc.

Self assessment/peer assessment and target setting.

Staff assessment.

Video used to measure attainment for some children (others respond very badly to camera)

Study Skills

By the end of part 3 of the Dyslexia Institute Programme (DILP) or the Units of Sound Programme hopefully the student will have a good knowledge of the most common phoneme-grapheme links and be able to analyse words well. This will give him the security to read and spell more confidently and approach written tasks with more assurance. The struggling reader’s grasp of language is always potentially fragile and will crumble under pressure, so it is important that he uses and practises his skills constantly to keep them sharp and usable.

To this end, we offer to some students study skills groups for 1 hour a week.

In his struggle to learn to read and spell, the dyslexic and other pupils with literacy difficulties does not always learn or assimilate other skills – punctuation and sentence construction. We look at the following areas as appropriate to the individual student...

  • Punctuation
  • Dictionary work
  • Sentence construction
  • Paragraphs
  • Writing styles – descriptive and factual
  • Letter writing – informal and formal
  • Essay planning
  • Making notes
  • Revision skills and exam practice

Mind mapping and a computer based revision programme are used to enable pupils to access, process and retain information required to be successful, increase their confidence and achieve their full potential in G.C.S.E examinations and coursework.

Circle Time

This runs for 7 weekly sessions and aims to address the needs of pupils who are deemed to be vulnerable in terms of making negative/positive relationships. Strategies are used to encourage self-discipline, participation, co-operation, individual responsibility, increasing social and emotional competencies to encourage group bonding and trust building. This runs for 7 weekly sessions and aims to address the needs of pupils who are deemed to be vulnerable in terms of making negative/positive relationships. Strategies are used to encourage self-discipline, participation, co-operation, individual responsibility, increasing social and emotional competencies to encourage group bonding and trust building.

Nurture Groups

Provision of a nurturing environment where pupils are able to settle gently but firmly into the school day and raise their standards of work and behaviour.

Nurture groups enable those children with emotional/behavioural difficulties to access learning through social interaction and to form relationships based around the sharing of food.

These sessions cater for up to 8 pupils and take place 3 mornings per week for 1 hour.

Organisation Skills

Several pupils have poor organisational skills highlighted in their statements. In addition to these pupils, any pupil could be included in these sessions. Pupils are withdrawn to a quiet space, usually LD2. Support is given with homework, use of planner, organising bag and discussion of any issues worrying the pupil. Close contact is kept with home.