Promote well being / Community / Success & Ambition - ‘Aiming high, growing dreams’ Home Page

Intervention and Resources

Any child who has specific gaps in their understanding of a subject/area of learning may receive support through specific small groups work. This group may be delivered in the classroom or outside. It may be delivered by a teaching assistant who has had training to deliver these groups or, most often, a teacher. These are often called intervention/booster groups by schools.


  • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap in their understanding/ learning and needs some extra support to close the gap between your child and their peers.

  • The class teacher will plan group sessions for your child with targets to help your child to make more progress.

  • A Teacher/ Teaching Assistant, will deliver these small group sessions using the teacher’s plans, or a recommended programme.

Interventions in Key Stage 2


  • Cool kids for physical skills

  • Teodorescu resources for handwriting

  • 1:1 or small group Phonic support

  • 1:1 or small group Speech and language support

  • Wave 3 Maths

  • Springboard

  • Fresh Start Ruth Miskin

  • Talk Maths

  • Grammar for writing

  • Toe by Toe 1:1 programme for reading.

  • Extra reading – 1:1

  • Learning mentor support – 1:1/groups

  • Nessy

  • Precision Teaching

  • Alphabet Arc

Resources currently available within classrooms are:


  • sloping boards for writing

  • coloured overlays for reading

  • individual workstations

  • pencils and pencil grips

  • different types of scissors

  • Speed sound spelling books

  • wobble cushions

  • outdoor learning

  • fidget toys

  • pencil grips

  • role-play areas

  • gross and fine motor skills equipment

  • allotments and poly tunnel

  • ICT resources

  • visual timetables


These are the current interventions which are used to meet the needs of pupils currently within our school. Staff at Short Wood monitor and review the intervention/support regularly. This list is not exhaustive and is consistently reviewed to meet the needs of all pupils in collaboration with parents.


Overall School: 93.4%