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William Cobbett Primary School

Provisions and Interventions

Every child's provision is personalised to their needs therefore every child's timetable will look different.  Below are some examples of provisions and interventions that your child might receive:

Cognition and Learning

  • Assertive Mentoring- Curriculum based gap task teaching.
  • Comprehension- Reading for Meaning- This programme works with the Blanks Levels of questioning to develop comprehension and higher level thinking skills.
  • TEACCH- A specific approach to learning for children on the Autistic Spectrum, enabling children to become more independent in their learning through visual and highly structured tasks.
  • Narrative Therapy- A speech and language approach to asking and answering questions about stories, building up understanding of who, where, what happened and when so that they are then able to write stories.
  • Developing Written Language Skills-Lots of our children find writing really tricky. This programme provides symbol support to building and writing sentences. The children then develop their skills so the sentences become more complex and they also develop their handwriting and grammar skills.

Communication and Interaction

  • Auditory Memory- Developed to enable children to learn and use strategies that help them actively focus and remember.
  • Attention Autism (Bucket)- Developed for children that have attention and listening difficulties to enable them to build their attention, share attention, develop turn taking skills and independent learning.
  • Speech and Language- Individualised for each child to enable them to develop skills such as their speech sound production, language, understanding of concepts and social interaction.
  • Makaton- Lots of our children benefit from using signing to support their understanding of key words and concepts.
  • Construction Therapy- Small group sessions to enable children to use their love of small building blocks, to build social interaction skills by developing listening skills, giving instructions and problem solving.
  • Language For Thinking- This programme enables children to develop inference and deduction skills so that they gain higher level language skills.
  • Colourful Semantics- A programme using colours linked to nouns, verbs and adjectives to enable children to develop their writing skills.

Social, Emotional and Mental Health

  • Zones of Regulation- A programme developed by Occupational Therapists that supports children to develop awareness of emotions and feelings, what can affect our moods and self-regulation strategies. This is done with all of the children to enable them to gain a deeper understanding of their own emotions and create a 'toolbox' of strategies to help them cope in various situations.
  • Social Thinking (Social Skills)- A programme developed by Speech and Language Therapists, to enable children to recognise expected and unexpected behaviours in different situations and appropriate interactions.
  • A is for Autism- Some of our children struggle with their self-esteem and this programme focuses on helping them develop self-awareness and recognise strengths in their abilities and to help them to further understand their Autism.
  • Emotional Literacy Support- This is individualised to meet child need. This might be if a child is having a particularly tricky time with something or a general support programme to support them emotionally e.g. social difficulties in the playground, parent separation.
  • Therapeutic Art- This can be explored for children that are experiencing difficulties at home, school or that we may have mental health concerns around. These sessions are delivered 1:1 with a specialist Therapeutic Artist.

Physical and Sensory

  • Jump Ahead- A gross and fine motor programme that supports children to develop their balance and coordination, pencil control, visual discrimination and other key skills. 
  • Fine Motor Skills- Adapted for individual children, fine motor skills development programme for developing pencil control and cutting skills.
  • Sensory Circuits- We do this every morning- A sensory and physical development opportunity that enables the children to self-regulate and get their bodies ready for the day.
  • Occupational Therapy- Provided by an outside specialist who works closely with the Centre team to build in strategies and individualised programmes for children with sensory processing difficulties and for those children who have difficulties with planning, coordination and strength.
  • Mindfulness/ Yoga- Self-awareness and calming is a big focus in the Centre. Children need to be able to self-regulate and manage their emotions to be in the 'green zone'- ready to learn. This helps self-awareness and promotes positive mental health.