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Literacy & Numeracy Interventions

Many children in school need support and targeted intervention whilst on their 'learning journey.'

At Chartham Primary School Quality First Teaching in the classroom is our most powerful tool- accompanied by a high level of training for our staff.
The classroom is set up to meet the needs of all our learners and lessons are planned so that all children have equality of access.

Sometimes children may need more targeted small group interventions. Misconceptions and 'gaps' in children's knowledge are closed using high quality resources.

 

LITERACY SUPPORT

Letters and Sounds Group
All classes use Letters and Sounds Phonic teaching methods.

When a child is finding letters tricky we allow time for a smaller targeted group.
Letters and Sounds is a phonics resource published by the Department for Education and Skills in 2007. It aims to build children's speaking and listening skills in their own right as well as to prepare children for learning to read by developing their phonic knowledge and skills. It sets out a detailed and systematic programme for teaching phonic skills for children starting by the age of five, with the aim of them becoming fluent readers by age seven.


Speech Link
Speech Link and Language Link are innovative multi-media packages that give teachers and teaching assistants the ability to screen for developmental speech and language difficulties. Information is also given about implementing appropriate support programmes and strategies. Schools are empowered to manage straightforward speech and language delays and to prioritise children who need referral for more specialist support.

NLP Spelling
For some children in key stage 2, we use this new approach to spelling.
Spelling is an important and fundamental language skill that does not come "naturally" to everyone. In fact, intelligent people who otherwise excel in the classroom, even in language abilities, may experience strong and even debilitating difficulties in spelling. According to NLP ability with spelling is not a function of some kind of 'spelling gene' but rather the structure of the internal cognitive strategy one is using as one spells. Thus, if people experience difficulty with spelling, it is not because they are 'stupid,' 'lazy' or 'learning disabled' but rather because they are trying to use an ineffective mental program. 
NLP encourages children to spell using visual strategies.

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