Zones of Regulation
This approach helps children develop emotional awareness and self-regulation skills. Children are supported to recognise and communicate how they are feeling, understand that all emotions are valid, and identify strategies that can help them to regulate their emotions and be ready to learn. This approach is used consistently across school and can be particularly helpful for children who experience difficulties with emotional regulation, communication or social interaction. We offer small group and 1:1 Zones of Regulation interventions for identified pupils.
Lego Therapy
Lego therapy works on key areas of social interaction, such as; turn taking, listening, initiation, eye contact, problem solving and sharing. In addition to this it works on language concepts such as; size, prepositions and colours. One child becomes the ‘engineer’ who oversees instructions and design, another becomes the ‘supplier’ responsible for understanding the engineer’s requests and finding the bricks, and the third child is the ‘builder’ who is responsible for actually putting the bricks together.
The three roles are:
Builder – Their job is to put the bricks together and be responsible for the construction of the Lego.
Supplier – Their job is to sort and keep track of the types and colours of bricks needed and to give bricks to the builder.
Engineer – Their job is to oversee the design and make sure it is followed correctly.
Supplier – Their job is to sort and keep track of the types and colours of bricks needed and to give bricks to the builder.
Engineer – Their job is to oversee the design and make sure it is followed correctly.
Precision Teach
Precision Teach is an evidenced-based intervention that is designed to improve fluency and accuracy of reading, spelling or maths. Precision Teach intervention is carried out daily on a 1:1 basis. It is fast-paced and repetitive and pupils only move on to a new skill, once they have mastered the skill they are currently working on.
In Precision Teach, the child’s daily performance is recorded and this process is known to increase motivation.
Because it allows high repetition of the facts to be learnt, it is effective at accelerating progress in word reading, for example, if the following basic principles are followed:
In Precision Teach, the child’s daily performance is recorded and this process is known to increase motivation.
Because it allows high repetition of the facts to be learnt, it is effective at accelerating progress in word reading, for example, if the following basic principles are followed:
- Specifically targeted facts to learn e.g. secure recognition of 10 high frequency words or spell 5 topic words;
- Daily 1-1 teaching session for no more that 15 minutes per session;
- Deliver the teaching in the ‘flash card’ method;
- Daily assessment recorded in scores for the child to compete against;
- Programme delivered over fixed period of time, e.g. 8 weeks and repeated/extended as necessary.
If your child is receiving Precision Teach in school, please ask your child’s class teacher for a set of flashcards for use at home.
1:1 Reading
Pupils are heard reading on a 1:1 basis at least weekly. Many pupils are heard three times weekly or daily.
During these sessions, pupils are able to practise fluency and comprehension through well-planned questioning. Pupils also have opportunities to hear fluent reading during shared reading sessions where the adults read sections of the text to the pupil.
Books are well-matched to pupils’ abilities and they have a wide range of quality fiction and non-fiction texts to choose from.
Look out for invitations to our Reading Cafes throughout the year, where you can come into your child’s classroom to share a book and learn about how reading is taught in your child’s year group.
Please listen to your child read at least three times weekly at home.
During these sessions, pupils are able to practise fluency and comprehension through well-planned questioning. Pupils also have opportunities to hear fluent reading during shared reading sessions where the adults read sections of the text to the pupil.
Books are well-matched to pupils’ abilities and they have a wide range of quality fiction and non-fiction texts to choose from.
Look out for invitations to our Reading Cafes throughout the year, where you can come into your child’s classroom to share a book and learn about how reading is taught in your child’s year group.
Please listen to your child read at least three times weekly at home.
Dough Disco
Dough Disco™ is a fine muscle exercise that Shonette Bason invented when she realised the children in her class were struggling to write letters. She studied information on brain development and found the fingers are one of the last things the brain controls during child development.
Dough disco involves moulding play dough in time to music and performing different actions such as rolling it into a ball, flattening it, putting each individual finger into the dough, rolling it into a sausage and squeezing it.
You can find lots of fun Dough Disco™ videos on their YouTube channel - https://www.youtube.com/c/SpreadTheHappinessTV
WellComm
WellComm is a speech and language programme which helps identify children who may have speech and language development issues early on, making sure they get the support they need when it matters most. Early detection is crucial, as children often mask their difficulties. We use this alongside therapy from NHS speech and language therapists.
Talkabout
Talkabout ia a structured and highly effective intervention designed to nurture children’s social communication and emotional well-being. Created by speech and language experts, the programme helps pupils develop vital lifelong skills, starting with building strong self-esteem and body language, and progressing to conversation skills and meaningful friendships. Through fun, small-group activities, interactive games, and role-play, Talkabout provides a supportive space where children gain the confidence and tools they need to navigate the social world, express themselves clearly, and thrive both inside and outside the classroom.
Toe By Toe
We use Toe by Toe, a highly structured and multi-sensory reading intervention designed to unlock literacy skills for children who find reading a challenge. This research-proven, phonics-based programme takes a unique "page-by-page" approach, focusing on syllable structures and decoding skills to systematically build reading confidence and accuracy. Delivered on a consistent, one-to-one basis, Toe by Toe rapidly closes attainment gaps and helps pupils overcome decoding difficulties—including those associated with dyslexia—ensuring every child develops a lifelong love for reading and the independence to thrive across the whole curriculum.
100 First Words
We implement the 100 First Words intervention to give our early learners a strong foundation in functional language and communication. Designed for children who are building their core vocabulary, this targeted speech and language programme focuses on the most common, everyday words—including key nouns, actions, and social phrases. Delivered through playful, interactive routines, games, and high-contrast visuals, the intervention helps pupils build vocabulary confidence, improve sentence structure, and bridge communication gaps. By embedding these foundational words into their daily learning, we ensure every child develops the essential speaking, listening, and interactive tools needed to fully express themselves.