At Uplands Infant School, we run a number of interventions to support children in their learning. Learn more about what we offer below.
The Let’s Talk Programme is an intervention to develop children’s:
– speaking and listening skills
– ability to follow rules
– sentence building
– understanding of sentence structures
Colourful semantics is an approach to teaching grammar which has been designed for school-aged children with specific language impairment (SLI). The approach uses shapes, colours and arrows to make the grammatical rules of English explicit.
Children work through 4 levels of the colourful semantics programme to eventually produce grammatical and informational sentences.
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Fine motor skills are achieved when children learn to use their smaller muscles, like muscles in the hands, fingers, and wrists. Children use their fine motor skills when writing, holding small items, buttoning clothing, turning pages, eating, cutting with scissors, and using computer –
– Trace shapes or letters
– Legos or building blocks
– Manipulating play dough
Funtime is a small group activity to develop speaking and listening skills.
They learn that communication between two people requires:
– Eye contact
– Turn taking
– Attention and listening
A visual timetable is used in the form of pictures to show the activities for a session
– A visual strip for
– Good looking
– Good listening
– Good sitting
– Good thinking
Read, write Inc
When using Read, Write Inc the children will:
– Learn 44 sounds and the corresponding letter/letter groups using simple picture prompts.
– Learn to read words using Fred Talk.
– Read lively stories featuring words they have learned to sound out.
– Show that they comprehend the stories by answering questions
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Children who are falling behind the rest of the class in Mathematics are selected to improve their skills in a Numicon Intervention Group.
In this group the children explore the patterns the Numicon pieces make, get to use precise mathematical vocabulary and are given the opportunity to catch up on their concepts and skills.
Better reading and writing partners (BRWP)
This intervention is for pupils that have reading and writing difficulties. BRWP is a 1:1 teaching assistant and pupil intervention.
It builds around the needs of the pupil and promotes:
– Phonics and phonological awareness
– Language skills and comprehension
– Effective reading behaviours when reading texts
– Enjoyment of reading
This is a free website built to help you help your child learn to read and love to read – click here.
Play Interaction helps children to socially interact, communicate and play with others
The programme is tailored to meet the target child’s needs and social stages of development.
The programme helps to develop social skills such as:
– Tolerating, accepting direct contact and close proximity with others.
– Sharing joint attention in an activity with others.
– Looking and listening in games with others.
– Anticipating and initiating in games with others.
– Giving and taking in games with others.
– Making choices and needs known to others.
– Accepting choices made by others in games.
– Having fun interacting with others.
– Entering, maintaining and existing play with others.
Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling despite appropriate teaching.
Why is it important to identify children with dyslexia?
Children with dyslexia learn to read and write at a different pace to other children. It is easy for them to fall behind the rest of the class and then miss out on much of the curriculum if their reading and writing skills are too low for their age group. In the past, children with dyslexia were often were told they were lazy or treated as if they were low achievers in everything they did. There are many dyslexic adults who still suffer from the judgements made about them by teachers and other adults in childhood. With appropriate, individual teaching, dyslexic children can improve their reading and writing skills.
Do the teachers at Uplands Infant School know about dyslexia?
At Uplands our staff have been trained to know what signs to look out for to identify potentially dyslexic children.
How do we identify children who are dyslexic?
At Uplands Infant School, we closely monitor the progress data for all our children. We look for children who are making limited progress in phonics and literacy and we also look out for inconsistency in data such as children who are able at mathematics or science but are only making adequate progress in literacy. Because our teachers have received dyslexia training they are also able to refer children who they are concerned about to the Inclusion Manager.
If a child’s teacher or parent think he/she may be dyslexic, what happens next?
We use a computer test to see whether the child has difficulty with certain elements of memory or difficulty discriminating sounds in words.
What happens next?
If the computer test shows up any difficulties, with the parents’ permission, we will test a child more thoroughly to establish the exact nature of the difficulties and establish what the child knows well. We will write a report which can stay with the child throughout their education which will indicate the nature of the difficulties and the modifications that can be made to class teaching to help the child learn in the classroom. This report will also indicate what the child needs to learn next to improve their reading and writing.
Will my child receive specialist teaching?
Yes. After a child has been assessed as a child with dyslexia, they are given a daily programme that works on their individual strengths and weaknesses to maximise their literacy skills.
Lego Based Therapy
Lego Based Therapy is a collaborative , play based social skills intervention designed to improve social competence in children with autism and related conditions. Lego Based Therapy provides opportunities to develop the following social skills:
- Shared attention
- Joint problem solving
- Shared enjoyment
Groups are run by a trained facilitator and the children are encouraged to build together within set roles. Each child plays the role of an ‘engineer’, a ‘supplier’ or a ‘builder’ and together follow pictorial instructions to build a model.