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Chaucer Junior School

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What are the main interventions/strategies that are used to support send at Chaucer and how is this support allocated to children?

The main types of intervention used within Chaucer Junior School are:


First stage of intervention - Quality First Teaching:


(Planned, put in place, reviewed by the Class Teacher.)


The intervention can be as follows:


  • Differentiation


- Differentiation by task, which involves setting different tasks for pupils of different abilities.
- Differentiation by support, which means giving more help to certain pupils within the group.
- Differentiation by outcome, which involves setting  open-ended tasks and allowing pupils to responded at different levels.


  • Pitch


- Is the activity suitable for your child's ability?


  • Pace


- Is the lesson to slow or to quick for my child?
- Are they bored, or are they confused by the lesson?


  • Challenge


- Is the challenge enough for my child to enable them to make good progress?



  • Support


- Your child may be supported by a teaching assistant in class, this will be when needed and not all the time.


  • Assessment for learning in the lesson
  • Adapting resources
  • TA support for groups or individuals



Second stage of intervention - This can be intervention programmes that can boost    progress, and with this short term support most children can get back on track (catch-up). At this stage some children are placed on the SEND register but this is not always necessary.


(Planned, put in place, reviewed by the Class Teacher, SENDCO.)


The intervention can be as follows:


  • Working in a small group with specific targets to boost progress


         - These are supported by a teacher or teaching assistant.


  • Visual supports for understanding


         - Visual supports have proven to be a huge success with children when helping t0 mainstream and include them in the classroom; this enables them to participate successfully in the learning.


  • Support from a teaching assistant in the classroom or during group work
  • Adaptations of  environment and resources for children with physical, visual or hearing impairments
  • Reward system for children with  Social and emotional difficulties
  • Support for children from ethnic minorities


        - This could be language, family support or support with settling in.




        - Our THRIVE TEAM comprises of 3 adult . (All adults are qualified members of staff.)The THRIVE rooms offers a safe base for children to develop their social and emotional well being. The children are withdrawn from class for a specific period of time  week with the staff working towards the child’s full integration back into class. See the school’s website for more information


  • Positive Play


        - Positive play takes place in our ‘Ocean Room’. This support programme has been successfully running at Chaucer since 2007. The child works with a specialist play worker on a one to one basis. This give children opportunities to express and communicate feelings through a variety of play activities. See the school’s website for more information.



Third stage of intervention - All pupils at this stage will be on the SEND register.


The children’s and Families Act 2014 section 20 (C & F Act 2014’s.20) defines when a child or young person has Special Educational Needs or Disabilities (SEND). This is when they have either a learning difficulty or disability and they need special educational provision to be made for them’


This is targeted, individualised intervention for pupils who are working well below age-related expectations. They will often have social, emotional and behaviour management difficulties, or a disability that requires additional intervention or resources.


Some children at this stage will have an Educational Health Care Plan. These will replace Statements. (Please see link to EHCP for more information).


(Planned, put in place, reviewed by the Class Teacher, SENDCO or Head Teacher.)


The intervention can be as follows:


  • Each child has an individual education plan (IEP)


The plan sets out clearly what needs have been identified, what works for the child and how this has supported or made things better for the child. It is a working document; provision is often changed or adapted and the IEP needs to reflect this.


  • Support from a teaching assistant


To run intervention programmes or support the child; encouraging independence working and thinking skills, supporting children with physical or medical disabilities.


  • Intervention programmes specific to the child’s needs


Examples of these are : Read write Inc, Beat Dyslexia, Better reading and writing, Rapid Numeracy, Speech and Language programmes, Physical Literacy, Social Stories.


  • Support from Specialist, outside Agencies


See the next question for more info on Specialist Services.