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.
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.
Reading Recovery and ChIRP
Mrs Flewitt teaches 1:1 Reading Recovery and focused reading support. She has trained TAs to deliver a lighter touch reading intervention - ChIRP (see separate page).
We have recently trialled Nessy across our school and aim to use the intervention with a number of pupils from September 2019. Nessy is a fun, computer based spelling support programme. It identifies children's individual strengths and difficulties in spelling and then uses a variety of engaging games and activities to practise spelling patterns.
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.
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.
We have a number of TAs who have been trained in using a programme called The Dyscalculia Solution. This programme allows children to go back to the basics in number, and therefore plug any gaps in their learning that may lead to misconceptions when tackling more complicated maths. The Dyscalculia Solution builds children's confidence in number and allows them to develop a sound understanding of number.
We allow children to continue to use counters, cubes, Diennes blocks, Numicon, number squares etc until they are confident to solve number problems without them. Children have access to a range of manipulatives in class to help with their learning.