At Stanley St Peter’s we strive to support all children and enable them to ‘Unlock Potential, Celebrate Success’ at school. In order to do this, many steps are taken to support them through their learning journey.
Quality first teaching is vital, however for some children, there are occasions when further additional support is required to help them achieve their targets. This support can be given through intervention programmes which are tailored specifically to suit the children’s needs.
Our school SENDCo is Charlotte Schofield. You can contact Miss Schofield by calling the school office on 01924 663641 or emailing firstname.lastname@example.org
At Stanley St Peter’s CE Primary School, we work closely with parents and external agencies to provide a wide variety of interventions. The interventions can take part as a small group or can be targeted to individual pupils following programmes provided by external agencies. The Learning Mentor and SENDCo carry out assessments to ensure they plan, do and review children’s progress over time. They also work closely to ensure the interventions support the academic and emotional development of children when in their classroom.
The interventions that may take place include:
Talk About– An intervention aimed at primary school children for developing self-awareness and self-esteem. It also promotes children’s communication interaction through group activities.
SALT – Speech and Language Therapy.
Lego Therapy– Social development programme for young people with social communication difficulties. It focuses on working as a team, developing team working skills, cooperating, social and communication interaction and the development of language skills.
Music Interaction – This is an interactive approach primarily for developing social and communication skills.
Fit To Learn– A programme for developing fine and gross motor skills to support children with motor coordination difficulties.
Beat Dyslexia – A programme to help with handwriting, spelling and English language.
Zones of Regulation– An intervention to support the development of strategies for children to be able to use to help control and regulate their emotions.
Self Esteem– Groups to promote children’s self-esteem and confidence to develop their engagement within their classroom, work and peers.
Transition Groups – The purpose of this intervention is to prepare children that find transition difficult in order to successfully move on to the next stage of their education.
Mindfulness for children – The purpose of teaching mindfulness to our children is to give them skills to develop their awareness of their inner and outer experiences, when we practice mindfulness, our thoughts tune into what we’re sensing in the present moment rather than rehashing the past or imagining the future.
Meditation for children– using breathing techniques to promote a state of calm whilst developing children’s own emotional control which then impacts on themselves and others.
Welfare Check Ins – A timetabled slot to talk with our learning mentor