Intervention

Westhaven School > Intervention

Intervention at Westhaven School

What is intervention?

Intervention can be defined as a short-term focused teaching programme with outcomes aimed at particular learners or a small group of learners with specific needs 

Interventions offered in Lower School

Every term intervention offered can differ depending on the needs of the learners at that time. Referrals for intervention are made by staff or can be recommended by external professionals. Westhaven staff are committed to developing, and are always looking for new interventions that may benefit our learners. Last year in Lower School we introduced TACPAC and Talk Boost as new interventions. 

All interventions are tracked by the school SENCOs and end of term data is used to analyse whether learners have achieved their intervention outcome, or whether more intervention may be required. 

Below is an example of some of the interventions offered, however this list is not exhaustive and is continually renewed and updated.

Interventions offered in Lower School

Every term intervention offered can differ depending on the needs of the learners at that time. Referrals for intervention are made by staff or can be recommended by external professionals. Westhaven staff are committed to developing, and are always looking for new interventions that may benefit our learners. This year in Lower School we have introduced TACPAC and Talk Boost as new interventions. 

All interventions are tracked by the school SENCOs and end of term data is used to analyse whether learners have achieved their intervention outcome, or whether more intervention may be required. 

Below is an example of some of the interventions offered, however this list is not exhaustive and is continually renewed and updated.

TacPac:

Who are we and what do we do? 

A TACPAC giver is a member of staff who is trained to support learners in the development of their sensory communication. TACPAC is carried out in a safe, quiet, familiar environment to the learners. 

What is TACPAC? 

TACPAC draws together touch and music to create a structured half hour of sensory communication between two people. All the music in TACPAC is specifically composed to support the tactile feel of the object so then we can create sensory alignment for the receiver.

Benefits of TACPAC:

  • TACPAC music is composed specifically to reflect the texture of each object so that the receiver experiences total sensory alignment.
  • TACPAC can be used by anyone.
  • TACPAC builds communication skills.
  • TACPAC enables progress to be measured and recorded.

How does TACPAC work?  

Each TACPAC activity has music which is specifically composed to reflect the texture of the object which goes with it. This means that learners experience complete sensory alignment – what they see, is what they hear, is what they feel. Over time this creates trust between the giver and receiver. Receivers can then begin to express themselves by showing what they feel or what they want. Some of the objects used for TACPAC activities include: a washing up sponge, chopsticks, a pastry brush, a fan, a paint roller and marbles – to name a few.

Sessions take place regularly during the school week for 30-45 minutes. Sessions can be individual or in small groups and are structured the same each week.  Once the 1st stage is complete (usually after one half-term) we can move on  to stage 2 (all the way up to stage 6). A learner’s progress will be reviewed on a half-termly basis. 

ELSA:

Who are we and what do we do? 

An ELSA (Emotional Literacy Support Assistant) is a member of staff who is trained to support learners in the development of their emotional literacy.

What is emotional literacy? 

  • Understanding and coping with the feelings about ourselves and others.  
  • Developing high self-esteem and positive interactions with others.  
  • Being emotionally literate helps children focus better on their learning. 

Some of the areas the ELSA may work on:  

  • Recognising emotions  
  • Self-esteem  
  • Social Skills  
  • Friendship skills  
  • Anger management  
  • Loss and bereavement 

How does the ELSA work?  

A regular slot during the school week for 30-45 minutes.  Sessions can be individual or in small groups and tailored to the learner’s individual needs.  Sessions are fun and might include role-play, puppets, board games, art and craft and stories.  They include time to talk.  A learner’s progress will be reviewed on a half-termly basis. 

Theraplay:

Who are we and what do we do? 

A Theraplay practitioner is a member of staff who is trained to support learners who may be struggling behaviourally, emotionally, or developmentally.

What is Theraplay? 

Theraplay​ is an approach to child therapy that aims to address behavioural, emotional, or developmental issues and improve peer relationships through play and healthy interaction.

Theraplay theory:

Included in each session are four fundamental dimensions that, according to Theraplay theory, form the basis of healthy relationships. These dimensions take the form of specific behaviours, activities, and words.

  • Structure: The practitioner takes the lead in the session and defines all rules and boundaries in order to promote feelings of safety and a sense of organisation and foster the development of self-regulation in the learner. This dimension is often effective for learners who display high impulsivity and a lack of focus.
  • Engagement: The practitioner focuses on the learner in a personal manner so the learner knows they are seen and heard in the moment. This dimension promotes joyful, responsive companionship and helps learners form deeper emotional connections. Engagement is often effective for learners who are socially withdrawn.
  • Nurture: Practitioner and learner take part in soothing, calming activities that are believed to foster feelings of warmth, safety, and comfort. Soothing touch is a fundamental part of this dimension, and nurture can help a learner develop inner knowledge of being special, lovable, and valued. This is most often appropriate for children who are anxious, overactive, or aggressive.
  • Challenge: The learner is helped to complete a fun but challenging task or take a mild, age-appropriate risk in order to promote feelings of self-confidence and competence. Activities are performed in an environment that is positive, fun, optimistic, and non-competitive. Learners who are shy or rigid may benefit from this dimension.

How does Theraplay work?  

Sessions take place regularly during the school week for 25-35 minutes. Sessions can be individual or in small groups and each week different activities are included. Group sessions can have up to 10 learners and 2 practitioners. Alternatively sessions can be 1-1, practitioner and learner.

Fine motor skills: 

For learners who require support to improve their ability in, and persistence with, fine motor tasks that are required for academic, play and life skills. These may be group or 1-1 sessions depending on the needs of the learners and sessions will last between 10-20 minutes. Typically a course will run for two terms and can be supported by an occupational therapist.

Talk Boost:

Talk Boost Key Stage 1 is a targeted intervention for 4-7 year old learners that need help with talking and understanding words, including learners in Reception classes, these sessions can also be adapted to suit learners from 7-11 with SEND. The programme is delivered in mainstream primary schools by classroom teachers and teaching assistants and provides a structured programme that boosts learner’s progress in language and communication by an average of 9 – 18 months after a ten week intervention.

Learners who are selected to take part in this intervention at Westhaven, will attend two or three sessions per week in small groups, each lasting 20/30 minutes. The sessions include activities that cover the key elements of language: Attention and Listening, Vocabulary, Building Sentences, Telling Stories and Conversations.

NSPCC Speak out stay safe course:

Speak out Stay safe is a safeguarding programme for learners aged 5- to 11-years-old. It helps learners understand abuse in all its forms and how to recognise the signs of abuse, that abuse is never a child’s fault and they have the right to be safe, where to get help and the sources of help available to them, including NSPCC Childline service.

A course lasts 6 weeks, with weekly 30 minute sessions led by our intervention staff. Parents/carers are notified and asked for permission before the course begins, as we understand this is a sensitive area for some learners. Parents/carers will also receive some information and guidance to read through beforehand. 

Sensory integration:

To support learner’s sensory processing and regulation we deliver a bespoke sensory integration intervention. Through the use of swings, ball pools, spinners and other sensory processing equipment in and outside our buildings, we support our learners meet their sensory regulation needs and develop their readiness to learn. In some cases learners are supported with identifying a sensory regulation tool kit that they can use in class. 

A course lasts 6 weeks, with weekly 30 minute sessions led by intervention staff, however the time and the length can vary depending on the learners’ needs. 

Maths/Phonic boosters:

A Maths or Phonic booster intervention may be required if a learner needs  additional support in these areas that is above what can be offered within the classroom. These interventions may be in a group or 1-1 sessions depending on the needs of the learners and sessions will last between 10-20 minutes.

Our Phonic programme, Unlocking Letters and Sounds has a tailored intervention package which is followed when required. 

1-1 bespoke intervention:

At Westhaven we recognise that some learners may need more specific interventions due to their EHCP provision, their individual need, or for additional support in times of crisis. Westhaven offers bespoke interventions to learners who may need support that differs from group sessions being offered. This can range from daily check in’s, to being met off the bus each morning to help regulate before starting lessons, or for additional support around anxiety or friendships.

The length and time that 1-1 intervention is offered differs from learner to learner. 

Interventions offered in Middle and Upper School

Every term intervention offered can differ depending on the needs of the learners at that time, transition support tends to be high on the agenda in Secondary in term 1, due to a high intake of new learners each year to year 7. Referrals for intervention are made by staff or can be recommended by external professionals. Westhaven staff are committed to developing, and are always looking for new interventions that may benefit our learners.  

All interventions are tracked by the school SENCOs and end of term data is used to analyse whether learners have achieved their intervention outcome, or whether more intervention may be required. 

Below is an example of some of the interventions offered in Secondary, however this list is not exhaustive and is continually renewed and updated.

 Theraplay Intervention- Middle  school

Theraplay in middle school is delivered in small groups, usually consisting of 6-8 learners, with two leaders, along with support staff from the class team. On occasions whole classes may take part in Theraplay groups. During the group, both learners and staff are actively involved in participating with engaging, enjoyable games and activities. The aim through the use of nurturing games helps to: build self-esteem, a sense of belonging, the ability to trust and to care for self and others, while creating positive relationships within the classroom. While beneficial to all learners, Theraplay is particularly helpful to those who may be new to Westhaven, or struggle to manage their feelings, or settle into positive classroom behaviour.

Theraplay activities are carefully planned taking into account the four dimensions considered necessary for development and resilience:

Nurture- feeling worthy, reducing stress and having a sense of calm. 

Engagement-to feel safe internally and to regulate inner emotions. promote playfulness and spontaneous joy. 

Structure- making the world predictable and organised, including organising a safe feeling environment.

Challenge- feeling competent, developing confidence and self-efficacy, while feeling they can achieve. 

 ELSA Intervention

ELSAs (Emotional literacy support assistants) staff at Westhaven support the emotional wellbeing of pupils. They are trained by a team of Educational Psychologists and receive ongoing group supervision throughout the year. 

ELSAs work with learners can be either individually or in small groups and deliver bespoke interventions tailored to the presenting situation or need.  Groups sessions for middle and upper school can vary depending on age and situation, but support the development of areas including:

  • Resilience
  • Loss and bereavement 
  • Self-esteem 
  • Social skills 
  • Emotions-emotional literacy, regulation and well-being 
  • Friendship issues 
  • Relationships 
  • Anger management 
  • Anxiety
  • Conflict and resolution 

Teachers can refer for a specific area of intervention, each session lasting for 30 minutes once a week and can run usually for 6-10 sessions, with chances to review.  

Talk Relationships group

The Talk Relationships intervention programme runs alongside the existing PSHE curriculum. This is delivered in a small group consisting of usually 4-6 learners. 

The age/ability appropriate series of six Talk Relationship modules cover the following topics- 

  • Personal space and my boundaries
  • Consent
  • Public and private (sharing information)
  • Sharing nudes
  • Healthy relationships (including friendships)
  • Communicating online

These lessons cover some of the fundamental building blocks of establishing and maintaining healthy, safe and happy relationships whilst giving the learners the opportunity to ask questions in a safe environment.

Mental Health and Well-being group 

The well-being group is delivered in a small group setting with learners carefully matched with age and ability. The aims and objectives of the group cover areas including: 

  • Introducing and normalising emotions, giving learners the language and skills to identify and understand their emotions.
  • Recognising early warning signs in order to connect feelings with behaviour
  • Building on resilience and emotional literacy to act on situations safely and in a more thought out way. 
  • Exploring the areas of physical and mental well-being
  • Creating individualised wellbeing toolkits using resources from recognised charities i.e Youngminds, Place2be
  • Identifying the pressures of revision and exams and how to stay well during revision and exams

Learners are encouraged to share and discuss ideas around feelings, opinions and strategies that have worked for them in the past and partake in mindfulness activities. 

Identity and belonging group

Small groups of like minded learners, with a focus on pupil lead discussions,  can meet in a safe environment. Topics including, but not limited to:

  •  Who you are on the inside, including how you feel, who you care about, what things you care about, what things you like to do, what you enjoy playing/interests and what you believe in. 
  • Your identity is what makes you, you. Discussions to promote positive self awareness, self-esteem to help students understand what makes them who they are. 

The identity and belonging group is designed to help learners to think about themselves and how they perceive themselves, which can be difficult at times. Learners are given the time and space and confidence to think about how others may see them. This is particularly beneficial to those learners who may be new to Westhaven school, or would like to know more about their identity or diagnosis. 

  Transition groups

The jump from lower to middle school or middle to upper can be overwhelming for some learners. Transition groups run usually in terms 5-6 to prepare learners adequately for transition as they move forward in their schooling years at Westhaven, or prepare to leave for college. Transition groups cover areas including:

  • Learning about change and how to cope with it, as well as helping to recognise strengths, to prepare and face changes. 
  • To try out different coping skills and methods and find the ones that work 
  • Making a support network of people (or pets) who we have in our lives, who provide support. Encouraging to talk to them to help solve a problem, or to make us feel better.
  • Identifying personal strengths such as being a good friend, or a good listener and how to use these everyday.
  • Understanding it is completely normal to have worries about change but there are also things to be excited about too.

Using various activities and resources support learners through the transition stages, including: completing transition booklets for new teachers, having extra opportunities to meet teachers/teams and classmates, asking questions, familiarising themselves with new rooms/classes etc. 

Road Safety 

The road safety group usually runs during the summer term, consisting of small groups of 4-6 learners, with 2 staff members for 6 sessions. The group focuses on community training, including road safety intervention. During these sessions we walk around the village of Uphill, possibly including the park and area by the hospital. The aim of the group is for learners to be able to understand and practise road safety skills in order to become independent pedestrians. 

Learners: Discuss the Green Cross Code, including dangers and distractions 

                 Understand why the code is important

                 Implement the Green Cross Code under staff supervision in a controlled safe environment.

Other bespoke 1:1 or small group provision available

English/phonics  Intervention 

For learners requiring additional support

Maths Intervention

For learners requiring additional support 

Exam preparation group

For learners requiring additional support before examinations in year 11