This document outlines various interventions for supporting students with different needs, ranging from least intensive to most intensive. It discusses in-class support, withdrawal programs, and inclusion strategy groups. It also identifies existing intervention programs and potential gaps, as well as roles for teaching assistants, support for English language learners, and use of one-page student profiles.

1. Inclusion
Next Steps

4. Interventions
Least
Intensive
Most
Intensive
In-class In-school External

5. In-Class Support
Target around
specific strategies
Understanding of
lesson focus
Teachers plan
for support
Formalise feedback
on effectiveness

6. Withdrawal
Target around
specific strategies
Wh y?
Common
Referral Process
Time-limited Evaluated
Planned
How is learning improved by withdrawal?

7. Inclusion Strategy Group
Weekly
60mins
Action
Planning
Follow-up Attendees
Inclusion
Pastoral
Curriculum
Priority: LAC, PP, Y11
Identify
gaps
Consistent access to interventions

8. Interventions
Existing
Anger Management
Anxiety Group
Social Skills Group
Titan Programme
Possible Gaps
Self-harm
Organisational Skills
Autistic Spectrum
ADHD
'Early' counselling
Child not coping with
GCSE programme
Potential to develop
new interventions.

9. Former 'C6' Roles
Physical Access...Library or Room Change
Rapid Withdrawal...'Red Card' plan (House)
Part-time Timetables...Individual Plans (ISG)
Post-exclusion Reintegration...Behaviour Room
Structured Lunchtime...Intervention Room
Break-time 'Drop-In'...Intervention Room

10. Teaching Assistants
Key Role: Supporting Learning
Quality Assurance
Evaluation
Ongoing Training
Communication Effectiveness

11. English as an Additional Language
Develop EAL as a distinctive strand
Early
Assessment
Training for
all staff
Language
Resources
'Buddy' as a
Positive Choice

12. One-page Profiles
Outline
Pupil Needs
Easily identify
Support Strategies
Pupil Input
Easily Updated