• Accelerated Reader: A reading programme which assess pupils on their reading skills with computer tests carried out on the suite of iPads. This is an automated programme that places and advances pupils depending on their success on the tasks. Pupils are motivated by the rewards built into the system as well as the clear measurement of progress over time. This programme is carried out by the TAs, supporting the whole school’s approach to fostering an enjoyment of reading.
  • Lexia: Lexia (Strategies) is designed for struggling readers in years 6 and above who are having difficulty with their fundamental literacy skills. Using a simple, age-appropriate interface, the program begins with skills from KS2 covering basic phonological awareness through advanced decoding skills, vocabulary development, and comprehension activities. Students work independently to develop reading skills in a structured, sequential manner while teachers receive the data and resources they need to support intervention and direct instruction. Parents are given the Login details so students can use this at home.
  • The Reading Intervention Programme (TRIP) The Reading Intervention Programme is an intensive intervention programme to boost the development of reading and literacy skills. In depth assessments are carried out to ensure the programme meets the child’s individual needs. The programme combines both phonological awareness training and reading and this combination has been proven to be the most effective. The programme is designed to last for a minimum of ten weeks.
  • Registration reading: Some pupils benefit from additional reading to an adult during registration periods.
  • Bespoke literacy interventions: for some pupils a more personalised approach is needed. This may incorporate aspects of other interventions listed above, and may be created with additional guidance from external agencies, for example testing for coloured overlays to help with dyslexia.
  • Inference Intervention: a small group intervention looking at understanding, rather than decoding


  • mymaths: A web based maths teaching resource that contains a large number of tasks supporting numeracy skills. Pupils can be set personalised programs to develop numeracy. This resource can be accessed from home using the login details that pupils are given by their maths teacher
  • First Class@Number numeracy programme: This is for students who are finding it difficult to grasp number bonds to ten.
  • Success@Arithmetic numeracy programme: Success@Arithmetic is a light touch calculation-based intervention for learners in Key Stage 3 who have difficulties with arithmetic proficiency and need support to improve their understanding of number and written calculation skills. It helps them to make faster progress and to catch up with their peers through a mastery approach.
  • Bespoke numeracy interventions: delivered to either individual or small groups where some additional support for numeracy is necessary.
  • Mathswatch for KS4: MathsWatch is a complete online Maths platform or a Virtual Learning Environment (VLE) that makes learning available to students 24/7 from anywhere in the world. It was launched in September 2016. The platform is fully responsive (adapts to any screen size) and looks consistently good on mobiles, tablets, and desktops.The VLE platform contains videos, practice questions, interactive questions, and worksheets covering the content of the Maths KS3 and GCSE. With Mathswatch, you can access video tutorials that explain topics just like a teacher would in your classroom. You can independently practice real exam-style questions with instant feedback on your performance. If you would like your child to access this please speak to their Maths tutor who can set up an account.

Emotional and Social:

  • Mentor: Some pupils benefit from additional and regular support from a mentor to discuss their journey through school, follow up on behaviour issues and unpick problems and misunderstandings that may occur within school. These interventions are highly personalised.
  • A number of pupils with Emotional and Social needs are supported in a variety of ways by the school pastoral team, including the student peer support system of sixth form Listeners and liaison with outside agencies.
  • Lego®- Therapy: Lego®-based therapy is a social development programme for young people with autism spectrum disorders or related social communication difficulties. Young people work together to build Lego® models and through this have the opportunity to develop social skills such as turn taking, collaboration and social communication.

Use of ICT in lessons:

We are currently developing the use of laptop word processors as support tools in lessons for a variety of purposes including:

  • Supporting writing tasks and producing extended written work
  • Reviewing and redrafting written tasks
  • Sharing and saving information, resources and worksheets electronically
  • Taking photographs of board work as an alternative to notetaking
  • Other uses of subject specific apps as relevant

Timings of Interventions:

  • For some pupils, a planned reduction in the curriculum is negotiated
  • Registration time is used for some interventions
  • Lunchtimes are sometimes used to support or provide appropriate interventions such as social skills support
  • For some pupils, it is necessary to miss some lesson time in order to deliver interventions

Personalised Packages

In a small number of cases, it may be necessary to create a more personalised package for a pupil. This is likely to include a reduced curriculum and some support from external providers