Learning Interventions in The Hive

The Hive works within a strong multidisciplinary approach to combine a range of therapies to meet children's individual needs, offering pupils a rewarding experience. Our emphasis lies in recognizing pupils' strengths and successes and providing strategies for them to overcome their learning challenges.

Class teachers are responsible for matching their teaching to the individual needs of the children, therefore providing appropriate intervention at a classroom level.

The following interventions are offered to pupils at The Collett School.
  • Booster reading sessions using the Read, Write Inc Programme amongst other strategies
  • Individual and group literacy and numeracy interventions, using a multi-sensory approach
  • Social Stories and Comic Strip Stories
  • Sensory workshops and sensory diets
  • Attention Autism
  • Lego therapy
  • Sensory Stories
  • Social Skills Groups
  • Life Skills - lunch club and breakfast club
  • Horse Therapy and Donkey Therapy
  • Rebound Therapy
  • Counseling
  • Art Therapy
  • Play Therapy

Intervention Process

Following the identification of pupils for interventions, The Hive intervention framework will be followed as a guideline. Pupil Premium children are given specific consideration. However, it is important for our school's intervention process to be flexible as the needs of our pupils are always changing and some interventions will last longer than others. For example, academic interventions such as encouraging the use of full stops could only take a matter of weeks, whereas social interventions could last for a year or more.

The Intervention Process takes the following steps:
  • The Class teacher identifies a pupil who may benefit from a specific intervention. They can complete a referral form or identify the pupil through Pupil Progress Meetings
  • An external professional via a school referral or through EHCP process identifies suitable interventions for a pupil
  • The Hive Lead Teacher in consultation with other professionals and the SLT will decide on what intervention will be put in place, what the outcome will be and who will run it
  • It will be determined how the desired outcomes will be evaluated, for example, data, observations by staff/parents, case studies
  • Parents are informed of the intervention and will be invited to attend meetings regarding outlining the intervention and expected outcomes as well as monitoring to gather evidence through longer-term programmes
  • During the intervention, the individual running it monitors the pupil's progress and informs the Hive Lead Teacher of any concerns as well as progress of the individual

At the end of the intervention, everybody involved comes together to review and decide whether the outcomes have been effectively achieved. In this determination, the intervention ceases, continues or is amended to ensure outcomes are achieved.

For group interventions the process is largely the same, though a distinct group is identified who would benefit from such a specific intervention. Pupils' progress against outcomes however, remains identifiable on an individual basis.

Half termly, interventions are reviewed and modifications made by benchmarking progress of similar pupils. All interventions are evaluated and discussed with the pupil, their family, the class teacher and at Pupil Progress Meetings.