SUPPORT FOR CHILDREN
EXPERIENCING DIFFICULTIES IN
LITERACY OR MATHEMATICS
Meeting the needs of pupils at Wave 2 and Wave 3
SUPPORT FOR CHILDREN EXPERIENCING DIFFICULTIES IN LITERACY OR
MATHEMATICS
Meeting the needs of pupils at Wave 2
Support at Wave 2 involves additional time limited provision in the form of small group intervention to accelerate
progress and enable children to work at age related expectations.
Meeting the needs of children at Wave 3
Support at Wave 3 involves additional time limited provision to enhance the progress of individual pupils where Waves 1
and 2 on their own are not having the desired effect. This involves focused teaching activities which tackle fundamental
errors, misconceptions and gaps in knowledge or understanding that are preventing progress.
PNS ADVICE AND GUIDANCE
Targeting support: choosing and implementing interventions for pupils with significant literacy difficulties.
DFES – 05/03 DFES 0201/2003
Targeting support: implementing interventions for children with significant mathematical difficulties.
DFES 1083-2005
For further information contact:
Lynne Bold (Primary Literacy Consultant)
Eleanor Hick (Inclusion / SEN Adviser)
Sue Bailey (Primary Mathematics Consultant)
1
Identification of pupil for support at Wave 2 or Wave 3
Is the child
making
adequate
progress?
YES
NO
Can the needs
be met through
differentiation?
YES
NO
Differentiation could
include:
Small group support
at Wave 2
e.g. ELS, Y3
Intervention, FLS,
Springboard 4, 5, 6
What are the
additional and
different
needs?
- Assess needs
- Place on
School Action
- Implement
Wave 3
intervention e.g.
INS, ILS, FFT
Wave 3
Interventions
Is the child
now making
adequate
progress?
YES
NO
2
Literacy Wave 2 Strategies
LITERACY
Early Literacy Support (ELS)
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For children in Y1 who are working below age range expectations
Consists of 60 additional ½ hour literacy sessions taken by a teaching assistant (daily sessions for 12 weeks plus optional 4-week topup) delivered in addition to the class literacy lesson
Recommended for groups of six children
Focus on objectives from Reception and Y1and consists of a number of short interactive activities
All lesson notes and resources provided and regular progress checks at the end of every four weeks.
Year 3 Intervention (Quest)
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For children in Y3 who are working below age range expectations
Consists of a 16- week programme with 3 modules and notes for the teacher to help make links with the whole class teaching.
Aims to accelerate the progress of the children towards age range expectations.
Has a focus on reading, writing and spelling and developing independence.
Class teacher leads the week with a guided reading or writing session followed by 3 X 20 minute sessions delivered by the teaching
assistant outside the literacy lesson.
There is one planned independent session.
Further Literacy Support (FLS)
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For children in Y5 who have achieved at least a level 2 at the end of Y4 and who are working at level 3 in Y5.
Materials designed to interest reluctant and disaffected learners
Particular aim is to encourage self evaluation and independent learning
Consists of 3 x 4-week modules of 20 minutes sessions taken four times a week. 1 session to be taken by the teacher, 3 by the
Teaching Assistant. , plus 2 tasks to be completed in the class literacy session and 3 homework tasks.
Booster
Books
Programme to motivate struggling readers and writers by setting them
a task of writing a story then publishing it professionally. Qualified
Booster Books teachers strategically support small groups of children.
Includes ReaderBoost, WriterBoost and SpellerBoost. Training
available from Kate Naylor.
3
5x60 for 5
weeks
All ages
Kate Nayler
Booster Books LTD
01254 351 700
www.boosterbooks.co.uk
Mathematics Wave 2 Strategies
Springboard
Springboard is a catch-up programme for children in Years 3, 4, 5 and 6. The materials focus on key areas of numeracy. They provide additional
tuition for small groups of children outside the daily mathematics lesson (DML) during the weeks when these areas are being taught in the DML.
Schools are encouraged to adopt and adapt the Springboard materials to suit the needs of their children and individual school settings.
Schools may decide to deliver the Springboard course in full or draw on the materials for use with children who have an insufficiently firm
grasp of the groundwork required for the teaching programmes.
Springboard Aims:
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to support the identified children and to remedy particular weaknesses in number so that they are in a better position to access and
benefit from the teaching programme in their Year and beyond;
to set the expectation that these children catch up with their peers;
to help teachers prepare a teaching programme enabling children to fully benefit from the main teaching programme for their Year as
soon as possible.
Springboard 3
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Intended for those children in Year 3 who have achieved Level 1a or 2c in the Key Stage 1 national tests in mathematics
Identified children will be those who are under-achieving and have the capacity to improve
Consists of 10 units, each containing 2 sessions which is designed to be delivered by a teaching assistant
Each unit of work has teaching notes, photocopiable activity and resource sheets, and homework tasks
Each unit consists of two sessions of 30 minutes each that are led by a teaching assistant and consolidates the work introduced by the teacher
Recommended for groups of 6 – 8 pupils
Designed to be used flexibly over the first term and a half of the school year
4
Springboard 4
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Intended for those children in Year 4 who have achieved Level 2c or 2b in the Year 3 Optional tests in mathematics
Identified children will be those who are under-achieving and have the capacity to improve
Consists of 10 units, each containing 2 sessions which is designed to be delivered by a teaching assistant
Each unit of work has teaching notes, photocopiable activity and resource sheets, and homework tasks
Each unit consists of two sessions of 30 minutes each that are led by a teaching assistant and consolidates the work introduced by the teacher
Recommended for groups of 6 – 8 pupils
Designed to be used flexibly over the first term and a half of the school year
Springboard 5
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Intended for children who have achieved a level 2a or 3c in the Year 4 Optional SATs, who will, with extra support, achieve a level 4 in
the KS2 Tests
Identified children will be those who are under-achieving and have the capacity to improve
The initial lesson (50 mins) in each unit is designed to be delivered by a teacher, with a follow-up session (45 mins) by a teaching
assistant
Preferably for use in the autumn and spring terms
Three photocopiable activity sheets for each unit of work. One introduced in the main lesson, another in the follow-up session and the
third completed by children requiring further consolidation or as revision at a later stage
Short weekly homework task to be completed between the lead lesson and the follow-up session
Teaching objectives, vocabulary and resources are listed as well as teaching points and key questions
Springboard 6
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Designed to provide additional support in booster classes for children in Year 6 who, with intensive targeted support, can achieve level
4 in the Key Stage 2 national tests
Identified children will be those who are under-achieving and have the capacity to improve
22 half-hour lessons designed for use during the spring term
Can be used alongside and in addition to the work being planned in the daily mathematics lesson
Covers aspects of mathematics that the target group of children appears to find difficult
Includes copies of related past Key Stage 2 national test questions
Each lesson has a sharp focus and is independent of the other lessons
There is scope to combine two half-hour lessons into a one-hour lesson as the topics are often related. This may require some minor
changes to the structure and timing of the lessons
5
Literacy Wave 3 Strategies
Here is a list of various 1-1 interventions that are available to use with children at Wave 3. It is not an exhaustive
list and there may be alternatives operating in your school. The aim of this information is to alert you to new
ones and to support you in choosing the right one to meet the needs of the children in your school. Children are
likely to need different approaches depending on the nature of their special educational needs.
Name of Scheme
Brief Description
Length
Years
Age Range
Further
Information
READING
Toe by Toe
A highly systematic page-by -page and step by step series of
activities in one book with instructions for the ‘coach’ provided for
each activity. Parents, teachers and teaching assistants can all use
this scheme. Recommends daily use 20 minutes.
The time it
takes to
Any age
work through
the scheme
Keda and Harry Cowling
www.toe-by-toe.co.uk
When would you use this? For a child with specific difficulties in reading e.g. dyslexia
Better
Reading
Partners
Trained adults partner children to develop independent reading
strategies. Each session follows a similar format of re-reading a
familiar text, re-reading a new book recently taken home and
introducing a new text. Can use volunteer parents. Training
provided by Joan Glynn.
3x15
minutes
for 10 weeks
Y1-Y6
Joan Glynn
Joanglynn1@AOL.com
07896245910
01772745213
When would you use this? For a child for whom extra support with reading is needed. The one –to-one time with a sympathetic adult also impacts on
confidence and self esteem.
6
READING AND WRITING
Fischer
Family Trust
Wave 3
Programme
Early intervention programme run by trained teacher assistants.
Includes elements of word, sentence and text level work and oral
language skills. All lesson content provided in training file with
resources. It is one-to-one. Training information from Lynne Bold
01257 516160.
5x20 for 20
weeks.
Y1/Y2
Fischer Family Trust
Project LTD
01462 708685
www.fischertrust.org
When would you use this? This programme is tightly structured and involves 3 days training for the classteacher and TA. It’s clear structure
and training mean it can be delivered by TAs. It is used with children who need additional one to one support with reading and writing.
ILS Individual
Literacy
Support
Teachers work with children one-to one on a diagnostic
programme that builds on the child’s strengths.
Each session includes a range of short activities to teach
phonics/reading and writing and any other specific area of
difficulty. An assessment is provided in the file plus a range of
activities to carry out in the sessions.
3x30
minutes for
12 weeks
Best at
Y1/2 but
could be
used at
any age.
Lynne Bold
Literacy consultant
LPDS Centre
01257 516160
When would you use this? ILS is designed to be delivered by an experienced teacher. One day of training is provided. It is tailored to meet
the specific needs of individual children.
The Five
Minute Box
A multi sensory programme based on the best principles for
teaching specific learning difficulties. It covers phonics, early sight
vocabulary and spelling patterns for both reading and writing. It was
designed by a SENCO. It is to be carried out daily by a teacher
assistant.
Not specific
All ages
from YR
onwards
01442 878629
www.fiveminutebox.com
When would you use this? This can be used with children who need extra time to learn or consolidate basic skills. It can be used with children with
Dyslexia or those who have English as an additional language.
7
Fischer
Family Trust
High Five
Programme
Intervention programme run by trained teacher assistants. Aimed at
Y5/6 children and revises the different text types studied in KS2. All
lesson content and resources provided in training file. It could be
delivered one-to-one or in a small group. Training information from
Lynne Bold 01257 516160
4x20 for
minimum of
10 weeks
Y5/6
Fischer Family Trust
Project LTD
01462 708685
www.fischertrust.org
When would you use this? You would use this with children working at 2C or below in Y5 or Y6. The 2-day training programme equips Teaching
Assistants to deliver this structured programme.
AcceleRead/
AcceleWrite
This systematic programme based on continuous diagnosis of
needs is delivered by computer and mediated by teachers or other
adults. It is one-to-one.
5x20 for 4
weeks
Y3-Y6
Vivienne Clifford and
Martin Miles
www.dyslexic.com
When would you use this? You would use this programme with KS2 children who enjoy working on a computer.
Lifeboat
Read and
Spell
Scheme
There are ten books in this highly structured, multi-sensory scheme
that contain a total of 100 photocopiable lessons, each following a
consistent lesson format. Useful for independent and differentiated
learning. Can be used by parents or teacher assistants.
Not specific
Any age
Robinswood Press
01384 397475
www.robinswoodpress.
com
When would you use this? You would use this programme with a child who needs help with reading and spelling. It is easy to follow through books
of worksheets. Could be used by parents or inexperienced teacher assistants.
8
Mathematics Wave 3 Strategies
INS Individual
Numeracy
Support
Teachers work with children one-to-one on a programme based on
the child’s needs, which have been identified using a diagnostic
assessment included in the INS file.
Each session includes short activities which use games and
practical activities. The INS file also includes activity details, a list
of essential resources and planning/recording sheets. The file is
available to purchase from LPDS Centre.
3 x 30
minutes for
12 weeks.
Ideally at
Yr1 but
could still
be used
effectively
in KS2.
Sue Bailey
Primary Mathematics
Consultant
LPDS Centre
01257 516160
When would you use this? INS is designed to be delivered by an experienced teacher. One day of training is provided. It is designed to be
tailored to meet the specific needs of the individual child.
Supporting
children with
gaps in their
mathematical
understanding
A Primary National Strategy resource pack, available in hard copy
and on CD-ROM. The pack contains a user guide, a resource book
and sets of A4 booklets, one focusing on errors/misconceptions in
addition and subtraction, and the second on multiplication and
division
This is a flexible resource designed to support the identification of
specific areas of mathematics that can prevent children achieving
expected levels of progress. It provides targeted approaches to
tackle fundamental errors and misconceptions.
A flexible
resource –
see User
Guide on
CD-ROM
KS1 & KS2
Can be ordered from
DfES Publications
Tel: 0845 60 222 60
Ref : DfES 1165-2005 G
When would you use this? This is ideal if the child’s problems are specifically with number and you have diagnosed the exact needs. It is
very structured and can be delivered by a TA. One day of training is provided.
9
SPEAKING AND LISTENING
Talk
Together
Based on First Steps and Better Talking Partners. Language box
with comprehensive plans and motivating resources, including texts.
30 twenty
Highly structured “fun” scheme for small groups of pupils.
minute
Programme piloted in local mainstream school, raises self-esteem
sessions.
and speaking and listening skills.
Boxes available for 6- month loan.
Key Stage
1 and
Years 3
and 4.
The Loyne School,
Sefton Drive,
LANCASTER
LA1 2PZ
01524 64543
When would you use this? You would use this with children who needed to develop their speaking and listening skills. And are advised to
contact the Loyne school for guidance.
Better
Talking
Partners
Trained teacher assistants work intensively with small groups of
children to promote interactive speaking and listening. Useful for
children with EAL. Training available from Sarah Montague
Learning Excellence.
3x20
minutes
for 10 weeks
Y1-Y3
Sarah Montague
Teacher Adviser
LPDS Centre
01257 246534
When would you use this? You would use this with children who needed to develop their vocabulary and speaking and listening skills.
Top Tips for
Talking
Language box with tried and tested resources, ideas for activities,
and overview of normal development. Four areas of focus – Speech
Sounds; Expression; Comprehension and Listening and Attention.
Developed by Speech and Language Therapist and Special School
staff. Boxes available for 6 -month loan.
Flexible.
Key Stage
1 mainly.
The Loyne School,
Sefton Drive,
LANCASTER
LA1 2PZ
01524 64543
When would you use this? You would use this with children with identified speech and language difficulties.
Learning and
Teaching for
Dyslexic
Children
Free Primary Strategy resource to provide school-based whole-staff
professional development to increase the understanding of dyslexia
and to develop a range of strategies to help dyslexic children
succeed.
10
Not specific
Any age
DfES 1184-2005 CDI
Tel:0845 60 222 60