Intervention for Schools

Intervention for Schools

Work with individual children

  • Assessment of motor skills, self-care, handwriting, scissor skills and play
  • Provision of activity programmes to be carried out by staff at school
  • Recommendation of equipment to enable a child to access the curriculum
  • Targeted intervention to meet a goal.  For example, to cut with scissors or use the toilet independently
  • Recommendation of alternative strategies and resources to assist with developing handwriting skills

Work across the school

  • Class group screening for motor skill difficulties and identification of children requiring further assessment
  • Classroom observation to develop handwriting interventions
  • Daily contracts on a weekly or irregular basis to input on a school level
  • Handwriting club.

Early Years Provision

  • Get Ready Club group programmes can be delivered in school to encourage development of motor skills, self-care (including toileting), pre-writing skills and scissor skills

Support when applying for Access Arrangements

  • Standardised assessment of handwriting speed using the Detailed Assessment of Speed of Handwriting (DASH).  Results can be used informally or when applying for examination Access Arrangements.  Written evidence can be provided for National Curriculum Assessments, GCSEs and A Levels.

Delivery of pupil premium intervention

  • Motor skills, self-regulation and handwriting interventions
  • Transition support to include self-care and organisational skills

Consultancy and training

  • One off advice or regular input to assist a school to develop a motor skills group or Gym Trail
  • Assistance with developing a handwriting policy
  • Advice when purchasing motor skills or sensory resources.
  • Assessment and support with applying for an EHCP for an individual child
  • Training for parents to aid understanding of a schools approach to learning or to encourage development of children’s self-care skills.
  • Training for staff. 

We believe that working as part of a multi-disciplinary team is important and are happy to liaise with and work alongside NHS therapists. If it is felt that a child’s needs can be better met elsewhere information will be provided and alternatives will be suggested.