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What does the term 'interventions' mean?

What does the term 'interventions' mean?

As a special educational needs school, much of the work that happens on a daily basis is purposeful in helping the child to access learning and takes place in the classroom.  Every child is an individual and there are some commonalities through age, special educational need, physical abilities etc that help us to identify successful interventions. 

Some pupils require more support than is offered in the classroom.  With our knowledge and expertise, we address the situation and the child's engagement with school to look at a very bespoke and personalised programme of support. 

We work closely with outside agencies to seek advice, guidance and training in order to deliver the most appropriate and impactful intervention that helps the individual child move forward.

We don't put our children in boxes and look at one-size fits all approaches.   We always reflect on their complex needs and change the behaviour and planning of adults to support the child.


Intervention Process

Intervention Identification can by through teacher observations, pupil progress meetings, the wider staff team and external professionals.   The Head of Interventions in consultation with other professionals will decide on what intervention will be put in place, what the outcome will be, who will facilitate that intervention.  The class and intervention teams will determined the goals, and how impact will be monitored. (Other therapy services will determine will be responsible for this process).  At the end of the intervention, outcomes will be reviewed with next steps/advice recorded.

At the end of each half term, the interventions will be reviewed and any necessary modifications and tweaks will be made. At the end of each term all interventions will be evaluated and discussed in pupil progress meetings.

Intervention in School

Our intervention curriculums uses a tiered model.  The tiers of intervention caters for a range of escalating need. After the referral process, the pupils will access the appropriate intervention if needed. Wave 1 is the intervention over and above the strategies identified in EHCPs and Pupil Profiles and delivered by class teams, Wave 2 is intervention delivered by the intervention team and external professionals deliver Wave 3. These tiers of provision enable our learners to access the curriculum effectively in order to make maximum progress.


Wave 1 Interventions

Wave 2 Assessments

Wave 2 Interventions

Wave 3 Assessments

Wave 3 Interventions

SPLD: Running record - pitching books at the correct level

PM Benchmark reading – running reading record


SNIP – literacy acquisition at word level. Multi-sensory phonics programme with a high level of over teaching, supporting recognition and fluency.  Increasing reading and spelling using primary high frequency words devised by qualified dyslexic tutors

OT - Pearson Sensory Profile



MHST – class workshops


Emotional regulation

1:1 intervention with pupils

play therapy


SPLD – reasonable adjustments

SPLD assessments – numeracy and word reading and spelling assessment

Reading revival – 1:1 reading programme 29/04/2009


Speech and Language


Art Therapy


SPLD – working memory checklist

Smart moves

Read Write Inc.


EP Service


Music Therapy


Class intervention packs


Words First

Families First

Private OT – Sensory Integration



Handwriting without tears

Intensive Family Support




Write from the start





Lego Therapy

0-25 Team




Precision teaching




Speech and Language Therapy (Wave 3)

Most Speech and language Therapy is integrated.  The therapists work alongside our in-house Speech and Language Practitioner, teachers and Teaching Assistants (TAs) with whole class, group and individual interventions. The therapist also conducts more formal and full language assessments, making recommendations and setting specific targets for individuals.

Occupational Therapy (Wave 3)

The NHS Occupational Therapist (OT) works with an integrated approach to therapy advising on interventions for named individuals that can be embedded within the environment and curriculum (e.g. using specific seating to help ‘ground’ a child, suggesting specific fine motor skills activities).

The Sensory Integration Occupational Therapist (SIOT) conducts more formal assessments of sensory and fine and gross motor skill need as required from this bespoke programmes can be developed to meet the physical and sensory needs of the students. The SIOT also advises on individual, group and whole class interventions that can be embedded within the environment and curriculum.

Sensory and OT Support (Wave 2)

The impact of sensory processing, co-ordination, sensorimotor difficulties or impairment of the senses not only hinders learning and cognition but can have a pervasive and serious effect on the emotional well-being of children and young people, and further impacts life chances in adulthood. It is also important to be aware that physical and sensory difficulties are unlikely to resolve without additional support. Any programmes prescribed by the OT and SIOT that cannot be embedded or integrated into classroom learning (Wave 1 intervention)  are delivered by The Sensory and OT Support. They also use the Smart Moves Programme to assess individuals and deliver the appropriate programme. Sensory and OT Support also deliver Sensory Play (a programme that targets children’s auditory, visual, touch and proprioceptive senses).

Wellbeing Support (Wave 2)

Pupils may demonstrate difficulties with emotional regulation and/or social interaction and/or experience mental health problems. Pupils and students who have difficulties with their emotional and social development may have immature social skills and find it difficult to make and sustain healthy relationships. The Wellbeing Support address different aspects of wellbeing such as: anger management, self-regulation, boosting self-esteem, confidence building, resilience and coping with anxiety. They also facilitate Friendship groups that teach the social skills needed to make and sustain peer relationships; to provide children with opportunities for learning about issues relevant to peer friendships, such as conflict resolution and bullying; and to teach children the social skills necessary for friendship formation and maintenance.

The Hive Intervention Team also delivers Speed Up (a kinaesthetic handwriting programme) and Ready Set Remember (a programme that teaches active strategies that work within the auditory memory capacity for a particular pupil). 

Types of interventions we draw on at The Collett School?

  • Learning interventions (School Staff)
  • Behaviour support (School Staff)
  • Behaviour Support (StepOn - Local Authority)
  • Speech and Language Practitioner (School Specialist member of staff)
  • Advisory Support Services 
    • Hearing Impairment (Local Authority)
    • Visual Impairment (Local Authority)
    • National Autistic Society
    • Educational Psychology (Local Authority)
    • Attendance Improvement Officer (Local Authority)
  • Speech and language interventions (NHS)
  • Physiotherapy (NHS)
  • Occupational Therapy (NHS)
  • Work related learning offsite


Through these services, we offer the following interventions:

  • Speech and language individual, group and specific target work support
  • Social stories and comic strip stories
  • Sensory Play, Sensory Circuits sensory diets
  • Sensory Integration Occupational Therapy (SIOT)
  • Attention Autism
  • Lego therapy
  • Sensory stories
  • Social Skills groups
  • Rebound Therapy
  • Music Therapy
  • Yoga
  • Smart Moves (Motor Skills Development Programme)
  • Speed Up (kinaesthetic handwriting programme)
  • Fine and Gross Motor Intervention (NHS OT programmes)
  • Various Pastoral Groups

Who we work with (outside agencies)

We buy in some external specialist therapists:

SafeSpace for 

  • Art therapy
  • counselling and talking therapies
  • Drama therapy

Hertfordshire Music Service for

  • Music therapy

Kids in Sync for

  • Sensory Integration Occupational Therapy