Intervention Programmes

Talking Maths

maths

  • This targets speaking and listening skills that are crucial to developing children’s thinking strategies when solving mathematical problems.
  • It supports children (including those for whom English is an additional language) to learn how to use mathematical vocabulary and terminology.
  • It supports children who may show some mathematical competence but who would benefit from developing their use and understanding of mathematical language in the context of mathematics.
  • Develops children’s abilities to reason, generalise, predict and recognise patterns and relationships.

SERI Programme

StrategyBookmark

  • SERI (Stockport Early Reading Intervention) is an individual reading intervention programme consisting of a 20 minute reading or writing lesson four times a week for approximately 10 weeks.
  • Prior to commencing the programme, a detailed assessment of the child’s reading and writing takes place. This ensures individualised learning is tailored to each child’s needs.
  • The SERI programme is highly effective, with children increasing their reading age in a short period of time and significantly increasing phonic and writing skills.

Motor Skills United

fine motor skills  fine motor skills 2   gross motor

  • This is an Occupational Therapy programme designed to develop children’s motor and perceptual skills which impacts on their learning and handwriting.
  • It supports children’s development in the following areas:
    • Hand/eye co-ordination proprioception
    • Kinaesthesia and body awareness
    • Eye tracking bi-lateral integration and crossing the mid-line
    • Core stability and balance
    • Spatial awareness
    • Rhythm, auditory/visual awareness sequencing

Phonics

letters satpin

  • Phonics is a vital element to early reading and writing that also supports progression in receptive and expressive language so is a crucial foundation for all Literacy.
  • The Letters and Sounds Phonics scheme is followed throughout with each class adapting their phonics teaching to meet the needs of the individual children.
  • Where appropriate there is a sensory approach to recognise letters and their sounds, listening skills are developed throughout the Phase 1 activities and there is a Sound of the Week for the whole school to focus on working through Phase 2 and Phase 3.
  • The aim for this initiative is to ensure children are receiving phonics teaching which is appropriate to their ability and the skills that are taught in discrete phonics sessions can be applied in reading and writing across the curriculum.