Our Approach to Interventions

At All Saints School, we believe that every student possesses unique potential. Our intervention framework and programme is designed to remove barriers to learning, foster independence, and ensure that every young person feels secure, valued, and empowered to succeed.

A Graduated Response

Intervention at our school is not a “one size fits all” model. We employ a rigorous, tiered approach to support, ensuring that the level of assistance matches the specific needs of the pupil:

Universal Support: High-quality, inclusive teaching in every classroom, tailored through differentiated planning and adaptive resources.

Targeted Interventions: Small group or one to one sessions designed to bridge specific gaps in learning, communication, or social-emotional development. This includes fine motor skills, Fresh Start literacy, Talkabout groups, Friendship Groups, Young Carers, Social Skills/SEMH, Speech and Language, Physiotherapy, Sensory Circuits, PAT Dog, Catch Up sessions and Zones of Regulation,

Specialist Interventions: Bespoke, one-to-one support delivered by trained practitioners or external specialists for students with more complex profiles including Speech and Language, Occupational Therapy, Nutritional Therapist and Counselling. We also facilitate sessions with outside agencies such as CAMHS and physiotherapists.

Our Specialist Pathways

We offer a diverse range of interventions across the four broad areas of need, ensuring a holistic approach to student growth:

Communication & Interaction- Speech and Language weekly groups, Speech and Language Therapy, Talkabout Groups, One to One daily speech sessions, Social Stories, and LEGO Therapy, Comic Strip conversations.

Cognition & Learning- daily literacy/numeracy programs, phonics support, repetition and overlearning through Catch Up sessions, weekly Independent Living sessions.

Social, Emotional & Mental Health- ELSA (Emotional Literacy Support) trained Wellbeing mentors, Zones of Regulation, Friendship groups, Young Carers Groups, and Counsellor.

Sensory & Physical- Sensory circuits, Occupational Therapy programs, Nutritional therapist, sensory breaks, weekly fine motor skills groups.

Evidence-Based & Pupil-Centred

We don’t just “do” interventions; we measure their impact. Every intervention is governed by the Assess, Plan, Do, Review cycle. Progress is monitored on our Arbor system, including on the specialist intervention framework.

1.  Assess: We use a mix of formal data and teacher observation to identify a need.

2.  Plan: Specific, measurable outcomes are set in collaboration with the student. These can be found in their planners.

3.  Do: The intervention is delivered in a safe, encouraging environment.

4.  Review: We analyse progress regularly to decide if the intervention should be continued, adapted, or if the goal has been successfully met.

Regular timetabled sessions
Intervention	Who	When
Fresh start Literacy	All KS2 and 3 students	4 times a week
Fine motor skills	All KS2 and 3 students	Weekly class session
Talkabout Groups	Identified Students	Weekly
Speech and Language Link	All KS2 and KS3 Students	Weekly class session
One to One Speech sessions	SaLT identified students	Daily
Friendship Groups	Identified students	Weekly
Young Carers	Identified Students	Weekly
Social Skills/SEMH	All KS2 and KS3 students	Weekly class session
Independent Living	All Students	Weekly class session
Physiotherapy	Identified students	Daily
Sensory Circuits	Identified students	Daily
PAT Dog	Identified students	Weekly
Catch Up sessions	Identified students	Weekly

Bespoke Sessions
Occupational Therapist	All students have sensory assessments Other identified students	OT in school fortnightly.
Speech and Language Therapist	Identified students	SaLT in school weekly.
Nutritional Therapist	Identified students	Half termly sessions
Counsellor	Identified students	Weekly sessions
Wellbeing Mentors	Identified students	Weekly/Fortnightly sessions

Please see our SEN Information Report for further information.