Intervention timetabling rationale: Due to the high mobility of students we have a curriculum model that does allow for a degree of flexibility, and we want to capitalise on this to run shorter, intensive blocks of wave 2 interventions for students with SEND. By January 2022 we will have completely moved to a model where the majority of the TA delivered interventions are run over the whole learning sequence for a particular subject rather than students missing smaller chunks of lots of different subjects. This decision is based on EEF guidance, which states that interventions make the most impact if they occur regularly (3-5 times per week.)


Cognition and Learning

Communication and Interaction

Social, Emotional and Mental Health

Sensory and/or Physical



Wave 1 -


Classrooms and curriculum: Quality first teaching that deploys a range of strategies that focus on a high challenge, low threshold model of support to enable all students to access and succeed in our ambitious curriculum vision; booklets that focus on core knowledge and skills; responsive, data-led seating plans; consistency in learning sequence structure and expectations; whole-school behaviour policy; morning reading for all students; rigorous professional development with a focus on curriculum access for all students.


Baseline tests (including maths, English and NGRT reading test)


Digital Strategy: Chromebooks for all students


Wider School Environment: Warm-strict whole school behaviour policy that promotes high expectations and is applied consistently; co-curricular clubs; strong pastoral and safeguarding systems; character development and PSHE focus for all students.


Wave 2 - Targeted

TA support in lessons, where possible and usually focussed in English, Maths and Science




After school homework club




Access Arrangements for examinations - approved by JCQ




Student Support Meetings




Pupil Passport and IEP with individual targets created (reviewed 3 times per year)

Two TAs have an EAL background


Further screening where possible - e.g. LUCID

Group interventions run by external SaLT assistant (social communication, vocab learning and reading for meaning)

Reasonable adjustments made to whole-school behaviour policy where required

Reasonable adjustments made where required (e.g. lift pass, specialist equipment)

Read Write Inc: fresh start phonics


Read Write Inc: fresh start phonics


Access to laptop in lessons

Rosetta Stone



Pastoral Intervention e.g. reports

Handwriting intervention



Access to laptop in lessons

Cool down and time out cards





Trusted Spaces mentoring (including Art Therapy)

OT Exercises

Use of technology to assist with translation and language acquisition


Numeracy intervention

Sports Mentoring

Home-language resources where appropriate


Thinking Reading

Zones of Regulation

Individual Healthcare Plan



Wave 3 - Specialist

Screening from external accessor

External SaLT support - 1:1, group work and assessments


Liaison with school nurse service and medical professionals where required





1:1 specialist dyslexia support

Family therapy

OT Referral



Art Therapy






Clinical Psychologist



CAMHS Referral


Request for statutory assessment for an EHCP where appropriate


External support or assessment from Educational Psychologist where appropriate