Additional Interventions

All children, irrespective of disability, race, gender, religion, culture or economic disadvantage, have an entitlement to effective learning experiences, which will enable them to achieve their maximum potential. Lynch Hill School is a fully inclusive school and is committed to supporting all pupils. We believe that our commitment to resourcing and teaching expertise benefits all children; we consider this to be very much a strength of the school.

As a school, we aim for ‘Quality First’ teaching to ensure that children’s needs are met in class in the majority of cases. We are committed towards every child fulfilling their intellectual, social and emotional potential, within a positive and caring environment, in order to promote each child's self-image and sense of worth. It is our mission to raise the attainment and achievement of all pupils and establish a climate of high expectation, providing a curriculum that accommodates and enhances each child's potential for learning. We strive towards providing stimulating classroom environments where pupils will be motivated to learn and we support and encourage children by providing, as far as possible, educational programmes suited to their individual needs and abilities.

We recognise that whilst ‘Quality First’ teaching is key, there will still be children who require more than this. Additional interventions and support can take many forms and will always be carefully planned to best suit the individual. Pupils may be placed in a smaller teaching group for some core lessons, be part a short intervention where they receive additional teaching and learning for perhaps a six-week period, aimed at specifically addressing misconceptions or improving a specific skill: this could be 1:1 or as part of a group. Some pupils may receive daily, targeted support with the theory that ‘little and often’ will have a significant impact. Within every year group a wide range of interventions will be planned, delivered and reviewed and some of these include:

  • Phonics
  • Handwriting
  • Spelling
  • Reading – taking specific reading targets
  • Basic maths
  • Grammar
  • Punctuation

Staff at Lynch Hill continually monitor the progress of all of our learners and teaching teams will quickly identify those who are not making expected progress and do not appear to be on track to reach their personalised end of year target. Gap analysis enables staff to identify the specific areas of learning that a pupil has not yet grasped and this will ensure that the support offered will be finely tuned to address these specific gaps.

Lynch Hill is now part of the PiXL family. PiXL (Partners in Excellence) is a not for profit organisation that brings together schools from all over the country in order to share best practice, raise standards and to give students a better future and brighter hope. PiXL has grown to become the largest network of schools in England and Wales.

Each of PiXL’s tailored programmes provides a wealth of classroom strategies and resources and our staff are now making very effective use of these to support learning in KS1 and KS2. They are used in main teaching and in additional interventions.