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St Andrew's C.E. Primary School

Enriching Lives

4. What will school do to support my child?

When a child is identified as having additional needs school takes action to remove barriers to learning and puts provision in place. The process of providing support is through the Assess, Plan, Do, Review cycle:


The intervention is managed and monitored by the Additional Needs Leader through ’Provision Mapping’ for each child on the Additional Needs register. The provision map shows:


  • Type of intervention work taking place
  • Who is responsible for delivering the intervention 
  • When and how the intervention will take place
  • Data to track the effectiveness of the intervention.


Information is updated every term.


Above and beyond 1:1 and small group support on individual targets, for example reading and spelling high frequency words, number recognition, basis number facts, we offer a range of structured intervention programmes. These vary depending on the needs of the children but include:


Cognition and Learning

Language and Communication

Personal, Social and Emotional

Physical Need

Read, Write, Inc

(Reading, comprehension, spelling, writing)

Catch Up (reading)

Toe by Toe (decoding)

First Class @ Number

Power of 2 (basic maths skills)

Colourful Semantics Time to Talk


1:1 and Nurture groups

Circle of Friends (to promote inclusion)

Drama sessions (forum theatre, freeze framing)

Personally Speaking

Touch typing

Motor skills (handwriting, scissor skills)




Read, Write, Inc - Fresh Start


Read, Write, Inc. Fresh Start offers older primary children, who have not made progress in their reading, another chance to catch up and become confident and fluent readers. It uses Synthetic Phonics teaching strategies covering the teaching of reading, writing, spelling and comprehension. Children learn the full alphabetic code using simple, lively mnemonics. They apply this knowledge by reading high-interest, age-appropriate reading and writing materials that are closely matched to their increasing knowledge of phonics and tricky words.


Catch Up


Catch Up  is a  structured one to one intervention programme for children who find literacy difficult. Children completing Catch up work with an adult for approximately 15 minutes three days a week and focus on reading and spelling.


Toe by Toe


Toe by Toe is an intervention programme to help children with their reading. Children completing Toe by Toe work individually with an adult for approximately 10 minutes three days a week, consolidating their knowledge of letter sounds and practising blending letters together.


Clued Up For Grammar


This is a fun programme to help children understand the application of key grammar and punctuation techniques. It has an interactive and multi sensory approach to teaching and learning, with the use of Ivor Clue and his rival, Criminal Kev.


Colourful Semantics


Colourful semantics is a colour coded system which helps the understanding of words and sentences. It develops an awareness of how sentences work and supports vocabulary development. 


Plus 1 / Power of 2


Plus 1 and Power of 2 are  intervention programmes to help children with their mathematical skills. Children completing Plus 1 or Power of 2 work individually with an adult for approximately 10 minutes three days a week, consolidating their knowledge of number concepts.


1st Class @ Number


1st Class @ Number is a mathematics intervention for children in Years 1 to 3. The programme develops children's confidence when using numbers, giving them a greater understanding of mathematical vocabulary and processes used during Numeracy lessons.


Circle of Friends


Circles of Friends encourages team work, inclusion and develops speaking and listening skills, confidence and social skills. The group is made up of 6 to 8 children, of similar age, who have volunteered to take part. It involves the group in meeting once a week for 20 - 30 minutes (during an afternoon) with our Learning Mentor. The sessions focus on  particular themes with the group coming up with solutions and ideas for solving problems. The idea is being used in other parts of the country and it has been found to have benefits for all the children in the Circle. In particular, it seems to help with their understanding of themselves and others.




This support takes place out of class, in a small group with the aim of developing speaking and listening skills, building confidence and  self esteem. Drama sessions provide children with the opportunity to engage in a range of creative and imaginative role play situations. Games combine elements of creative drama, improvisation, pantomime, creative movement and storytelling. Activities encourage cooperation, collaboration and team awareness.