Literacy Interventions
Lynne Allister is a fully qualified SpLD dyslexia teacher and assessor. She are able to offer –
- A full diagnostic assessment of Dyslexia – following this a detailed report is written highlighting strengths and difficulties of the learner with a list of supporting recommendations.
- Screening for Dyslexia – Screeners give indicators of Dyslexia, this can then lead to a full diagnostic assessment or identify areas of need. Following a screener a ‘learning profile’ can be written that explains their literacy difficulties.
- Access Arrangements – identifying any additional support that can be given when accessing exams
Following any assessments a plan is then determined as to how best to support the pupils moving forward. This may involve either a short or long term intervention away from the classroom or support and guidance shared with the class team looking at how they can best support the pupil.
In addition literacy interventions can be offered to pupils to support any gaps in their learning, these again can be short or long term and will focus on a specific area of need.
Alongside literacy lessons in the main classroom students might be identified to need additional support in their literacy to help fill gaps. Literacy interventions can be offered for either as a short or long term need, addressing many areas of literacy, these may include additional reading slots.
Social, Emotional and Mental Health Interventions
Barrie-John Elcoat is our School Counsellor and SEMH Lead at Peterhouse School.
At Peterhouse School we recognise that the supporting of our children with their Social, Emotional and Mental Health Needs (SEMH) is integral to the process of developing positive pupil engagement and fulfilment. Alongside a whole school approach to mental health we are ready to respond to pupils who at times may experience additional needs.
As well as Counselling work Barrie is able to provide one-to-one and small group interventions to pupils who would benefit from time spent within a therapeutic relationship, environment and activity. These are pupils who may be considered too young for Counselling, currently poses a limited understanding of what Counselling is or will be put off by preconceived negative expectations around having to meet with someone to talk specifically about themselves.
Intervention sessions are tailored to meet the specific needs of our pupils. Work begins by taking into account the pupil’s experiencing of difficulty in school, often being communicated via the pupil’s struggle with their own emotions and behaviours. Actions taken in intervention sessions are geared towards the promotion pupil enjoyment, the establishment of a trusted relationship, developing a healthy sense of self-esteem and the nurturing of resilience. Activities made use of in sessions will often have any sense of demand or overt learning removed. Lego building, bike riding, fishing, walks, going for a drive, photography, visiting a café, Radio Controlled Car/ Vehicle operation and maintenance are just some examples of undertakings.
Barrie is also available to work alongside family members and other professionals in supporting pupils experiencing difficulties. From liaising with Psychologists and CAMHS workers to having included Safer Schools Police Officers in direct work with our pupils.
