Waves of Intervention Introduction
Purpose of the Document
Laidlaw Schools Trust is committed to ensuring that staff working with child and young person are supported to fulfil their legal requirements and building their effective practice especially when supporting our students with additional needs.
The Code of Practice states the schools and academies are required to follow a graduated approach to supporting SEND needs in an Assess, Plan, Do, Review cycle and this Waves of Intervention document supports this process, showing how support increases or decreases in response to a student’s needs or response to intervention.
All children and young people are unique and these strategies, interventions and approaches will be used flexibly and with thought to consider what is most appropriate for the individual, from what is effective for everyone, to what is needed very specifically in light of continuing barriers and difficulties.
This document aims to help academies to demonstrate whole school provision mapping and individual pupil journeys using a clear and strategic use of inclusive practice and targeted interventions.
It aims to reduce confusion of what teachers are expected to provide as universal, quality provision and what is more targeted and specialised. This should help support early identification by mapping interventions across waves by spotting individuals who are not progressing with the range of universal strategies, trigger timely assessments and monitoring, or referrals, and prevent escalation of needs by intervening early using evidence based and well monitored interventions.
This also aims to provide an academy-wide, structured approach to provision and provide a roadmap for intervention for stretched SENDCos wondering what else might be helpful. It might inform leadership teams about staff training needs and allocate resources depending on the needs of the children and young people that the academy is catering for.
Context
All academies have clear duties around the support of learners with additional needs and disabilities under the Children and Families Act (2014) and Code of Practice (2015). Academies must have ‘have regard’ to the Code which means they should do what it says, and if they have not, explain fully what they have done instead.
Where parents request provision in a mainstream school for a learner with SEND, this must be made possible. The Equality Act (2010) states that academies have a range of duties and there should be no discrimination against learners because of their disability. Within the Act is the ‘reasonable adjustment’ duty for academies to provide auxiliary aids and services to learners with additional needs.
Section 66 of the Children and Families Act 2014 mandates that academies use their best endeavours to secure the special educational provision needed by students with SEN. The phrase "best endeavours" means that schools must take all reasonable steps within their means to meet the specific needs of a student.
Although this does not necessarily mean they have to provide every possible resource or accommodation, academies must demonstrate they have made significant efforts to address the student's needs. These duties apply to all pupils, whether they have an EHCP or not. Where are learner is making less than expected progress, despite evidence-based support and interventions, specialists should be involved.
The Graduated Approach
Each learner’s journey will consist of universal approaches and may include strategies and interventions when there are bumps in the road. These will be monitored, reviewed and evaluated to inform what next in the Assess, Plan, Do, Review cycle in collaboration with families. Provision and support is not reliant on requiring any form of diagnosis, and support will go up or down the waves of support, dependent on how the learner is responding to the support.
Unmet Needs
The impact of unmet needs can be significant and long-lasting and the way a learner behaves can be a direct indication of an unmet need. Teachers and support staff should look beyond the behaviour to consider what the behaviour is communicating and address that need.
Unmet needs often lead to a wider range of behaviours that be challenging to manage within a busy academy, layered by embarrassment or anxiety from the learner. A sensitive and curious approach is helpful to ensure early intervention and meet the needs of the individuals with a wide range of needs, strengths and skills.
Ensuring Academies address unmet needs:
Early dentification, using this document to consider whether the quality first teaching is happening in a robust way and whether the interventions have been monitored appropriately.
Individualised support plans are up to date and address specific needs, including adjustments to the curriculum, learning environment, and teaching approaches. There is relevant collaboration with families and relevant agencies or professionals, particularly in light of learners with SEND more likely to have additional vulnerabilities.
Ensuring that pupils with SEND have access to high quality teaching and support staff, and the expectations are not that most of their teaching happens through the least qualified support assistants. Staff need to be properly trained to support staff with SEND, and have the heart and willingness to go the extra mile to make the difference.
SENDCos need to ensure there are regular reviews and evaluation of support plans to ensure that they are meeting the needs of learners.
Therefore, using this practical, strategic tool to guide inclusive practice, should play a part in ensuring early identification, and promote a consistent, graduated response to meeting the needs of all learners.
By clearly outlining expectations around universal, targeted, and specialist provision, it supports staff in making informed decisions about teaching and intervention, and helps ensure no learner’s needs go unmet.
Through collaboration, thoughtful planning, and continuous evaluation, this framework empowers academies within Laidlaw Schools Trust to fulfil their statutory duties while nurturing a culture of inclusion, high expectations, and success for all students whatever their starting point.
Communication & Interaction Wave 1
Differentiated curriculum planning
Modelled speech/language
Modelled Interaction
Targeted questioning
Talking partners
Group work
Whole class circle time
Class visual aids and prompts
Visual timetables
Key words/word banks
Drama activities
Sequencing activities
Additional processing time
Simplified Language
A range of questions used so children develop and give better answers
Opportunities for individual, pair, group or whole class working
Regular communication through informal and formal meetings
eg.parent’s evening
Class and special assemblies
Role play and Drama
Sensory tools such as theraputty, weighted blanket, wobble cushion
Assistive technology - dictate, read aloud, magnifier, digital dictionary/thesaurus, word processing
Online picture dictionary
Communication & Interaction Receptive Language
Simplify language without being patronising
Use explicit, developmentally appropriate, instructional language. E.g. rather than say, 'bring that here', say 'put your book on this desk'
Use pre-teaching and overlearning of new vocabulary and provide visual cues and plenty of practice
Use the learner's name to draw their attention before an instruction and bring awareness to group instructions
Use consistent visual supports across schools and between home and school
Provide time for learning to process information and think about their answers or reflections
Use clear sequential language such as ' now and next' to explain learning expectations
Communication & Interaction Expressive Language
Language
Model clear language patterns, phrases and vocabulary in quiet environments with opportunities for practice
Provide scaffolding of language structures
Use role play to encourage talking, conversation and answering in different situations
Teach the use of a structured language framework such as who, when, where, what along with visuals and word maps
Provide rehearsal and practice opportunities and time to provide confidence for class and group activities
Use visual cues to help learners formulate their thoughts and responses
Speech Sounds
Repeat words back as they should sound, without saying they've said a word wrong. Model a clear show of how the word sounds, ideally a few times. E.g. "It's a tar." "Yes, it's a car. It's a blue car. A nice, blue car. "
Give time to recall and process speech sounds correctly
Be sensitive to learners feelings around their articulation
Cue the learner into particular sounds in words. E.g. "It's a car, it has a ' c ' sound at the start, can you hear it?"
Encourage other means of communication if you are struggling to understand the learning, encouraing them to show, point, draw or take you to what they are talking about.
Encourage the learner to listen to sounds around them and identify environmental noises, doing sound hunts, such as finding things in the class/school that begin with the ' c ' sound
If you haven't understood, blame your 'old ears ' or that you 'didn't have your listening ears switched on ' so you take the blame for not understanding them
Communication & Interaction Autism
Communication and Interaction
Keep language clear and avoid sarcasm, idioms etc
Use visual support, visual timetables and task planners expectially when preparing pupisl for change or transition
Explicitly teach non-verbal communication and social communication
Explain how verbal instructions link to visually presented information
Ensure all instructions are sequential
Work on social skills during class time, subtly, as a reminder to all about what group/class expectations are
Use adult modelling of non-verbal language and use visuals to support
Provide non-verbal ways to express that they need help
Use the learner's name to prompt them to listen to key pieces of information
Accept and celebrate differences in how learners manage to interact respectfully and genuienly
Pre-teach subject specific vocabulary
Introduce new topic vocabularly with visual prompts explicitly and keep language clear and positive
Give time to process language
Recognise directness in communication as one approach as opposed to a deficiit
First-Then Boards
Choice Boards for activities or snacks
"I need help" or "I feel..." sentence starters
Emotional Understanding and Self Awareness
Teach the vocabulary of emotions and model hwo to identify when feelings are present
Label emotions in yourself and others, encouraging self-identification, using visual support
Introduce calming strategies and ask learners what works for them, giving them time and space to implement them
Communication & Interaction Autism - Part 2
Interests, Routines and Processing
Recognise the need for clear and visual routines, and for planned, managed changes
Provide structured and visual and clear sequential learning wtihin daily visual timetables
Ensure the environment is tidy, well organised and well labelled in which resources have designated, labelled spaces
Ensure that rules, rewards and corrective actions are expliciti and applied consistenly
Empathise where unexpected changes in routine result in distress.
Be clear about the purpose of learning and how it links to prior learning
Plan clear routines and expectations around homework, in conjuction with home
Prepare learners for when there is an unexpected change, such as staff illness and run through alternative plans
Recognise special intersts as of real value to the learner adn use them to engage positvely with the learner
Social Understanding and Relationships
Have a quiet, calm space in the classroom
Aim to keep the classroom as quiet and calm as possible typically
Plan for when the learner needs time out, and how they can become indepedent in meeting their own regulatory needs
Provide opportunities and a place for the learner when they need to escape the classroom to regulate
Consider sensory needs and how sensory processing difficulties can be minimised by seating arrangements
Consider there may be times when the learner will prefer to work alone or play alone in unstructured times
Communication & Interaction Autism Wave 2
Emotional Teaching
Teach about causes for different emotions
Explicitly teach about emotions and identification using visual support
Social Thinking by
Super Flex or Think Social by Michelle Garcia Winner
The Incredibly 5 Point Scale
Zones of Regulation
Mood Metre app
Emotions Card by Autism Speaks
Autism Emotion App by Model Me Kids
Emotion Wheels
Feelings Thermometres
Daily Check in Charts
Mirror Play
Inside Out Feelings cards
Feelings Charades or Guess the Emotion
Communication and Interaction
Think with Your Eyes
Expected vs Unexpected Behaviors
Size of the Problem
Floortime / DIR model
Communication & Interaction Autism Wave 2 - Part 2
Social Interaction
Video modelling using the learner for specific social behaviours
Lego therapy
Social Thinking
Talkabout
Comic Strip Conversations
Social Scripts
Role Play using direct feedback and praise, building to real life situations
Circles of Friends
Sensory Processing Wave 1
Calm, predictable classroom environment
Soft lighting, minimal clutter, neutral wall displays
Flexible seating and movement breaks
Wobble cushions, standing desks, or the option to stand/stretch
Sensory-friendly routines
Clear visual timetables, transitions supported with countdowns or visuals
Quiet zones or calming areas
Spaces in classrooms or corridors for self-regulation
Awareness and training for all staff
Basic understanding of sensory needs and how they affect
learning/behavior
Access to universal calming tools
Ear defenders, fidget tools, chewy toys, weighted cushions (available to any student who needs them)
Sensory Processing Wave 2
Sensory Circuits - alerting, organising, calming
Alerting: Bouncing 10 times on a mini trampoline/ trampette, bouncing 10 times on a space hopper, scooter / scooter board, jumping on the spot / jumping jacks, running / shuttle runs, rolling forward and back over a peanut ball, bouncing up and down while sitting on a peanut ball
Organising: Balancing on a beam, log rolling, climbing wall bars, throwing bean bags into a target, arm push ups against the wall, blowing bubbles or blowing a paper ball to a target, wobble boards for balance work
Calming: Lying under weighted blankets or between gym mats like a sandwich filling, having peanut/physio balls rolled over their back while lying on the floor face down, hot-dogs (rolling child up tightly in a blanket), spending a few minutes in a lycra dance sack / body sock
Short, structured sessions at the start of the day to alert, organise, and calm the sensory system
Targeted sensory regulation groups
Small group sessions teaching students about their sensory needs and strategies for self-regulation
Scheduled sensory breaks
Individualised movement or sensory activities integrated into the day (e.g., bouncing, deep pressure)
Occupational Therapist (OT)-guided strategies
Delivered by trained staff based on OT advice but not requiring 1:1 therapy
Personalised toolkits
Fidget items, chewies, visuals tailored to a small group with similar needs
Sensory Processing Wave 3
1:1 Occupational Therapy (OT) programmes
Sensory Integration Therapy (if assessed and prescribed)
Functional skills support (e.g., dressing, fine motor control) linked to sensory processing
Individual sensory diets
Daily plans with specific sensory input to help regulate (e.g., heavy work, brushing protocols, noise-filtering headphones)
Environmental adaptations
Adjustments made based on sensory profile (e.g., changing class location, dimming lights, avoiding strong smells)
One-to-one adult support
Helps manage sensory overload, transitions, or de-escalation when distressed
Close multi-agency involvement
OT, SALT, CAMHS, or pediatricians involved in ongoing care and planning
Communication & Interaction Wave 2
Communication
Use individual's abilities, interest and skills to guide plans
Relational Approach
Zones of Regulation
Word Aware
Talk Boost
Colourful Semantics
Language for Thinking
Sensory https://www.autismspeaks.org/sensory-integration
Star Institute https://sensoryhealth.org/
Sensory Diet
Sensory Walk https://www.inclusivechildcare.org/resource-library
Sensory Stories https://sensoryhealth.org/basic/sensory-stories
Interaction and Social Skills
Social stories https://carolgraysocialstories.com/
Comic strip conversations https://southleeasd.wordpress.com/wpcontent/uploads/2018/05/comic-strips-step-by-step.pdf
Social Thinking https://www.socialthinking.com/social-thinkingmethodology
Social Emotional Chain Reaction
Communication & Interaction Wave 3
Individualised Specalised Plans
Individual Speech Therapist plan to be followed daily (likely) with ongoing SALT support
Individual Social Communication plans created by Autism specialise and/or SALT
Communication
Picture Exchange Communication System (PECS)
Alternative and Augmentative Communication (AAC)
No equipment: manual signing, gestures, facial expressions, pointing, eye gaze
Aided: picture boards, communication boards
Hanen Method: EY and KS1 including:
Spark Communication
More than Words
TalkAbility
Language for Thinking
ELKLAN: Language Builders
ELKLAN: Language Builders for Verbal ASD
Interaction
Hanen Method: EY and KS1 including:
4 'I's to Socialise
External Agencies
Autism Outreach
Speech Therapy
Communication and Interaction Wave 4
Augmented and Alternative Communication (low tech e.g. PECS or high tech e.g. iPad with voice output device
Consistent 1:1 adult support to provide emotional regulation, communication attempts and interaction
Specialist environment using TEACCH principles with full or part time placement in ASD / C&I specialist unit with reduced language and individual plans
Cognition & Learning Wave 1
Adjusted font style, font size and increase spacing
Clear, repeated routines to reduce cognitive load
Give thinking time
Give multiple choice answers
Use visual aids as checklist
Provide template to organise writing
Sentence starters to support writing
Storyboards to prompt memory and support responses
Provide opportunities for overlearning
Retrieval practice
Help chid develop metacognitive strategies
Dual-coding to improve retention
Use multisensory activities to embed learning
Pre-teach key vocabulary and provide word bank for reference
Use graphic organiser to build a concept map
Use highlighters to colour-code word types
Use highlighters to emphasise key words/concepts
Chunk passages of text into smaller sections
Assistive technology - dictate, read aloud, word processing
Online picture dictionary
Coloured overlay, reading tracker, coloured paper
Post-it notes to record and reorder ideas
Cognition & Learning Wave 2
Dyslexia/Literacy Difficulties
Word Aware
Talk Boost
Colourful Semantics
Cued Spelling
Precision Teaching
Read Write Inc
Bedrock for vocabulary and comprehension
Language for Thinking
Acceleread Accelewrite
Maths Bot - digital manipulatives for Maths
Accelerated Reader
Paired Reading
Reciprocal Reading
Toe By Toe
Word Wasp
Trugs
Cognition & Learning Wave 3
Reading
Toe by Toe (for dyslexia)
Reading Recovery
Precision Teaching for sight vocabulary
Writing
Write from the Start (fine motor skills)
SNIP Literacy Programme
Maths
Numicon Intervention
Plus 1 / Power of 2
Dynamo Maths (for dyscalculia)
Text-to-speech/speech-to-text software (e.g., Clicker, Read&Write)
Electronic spellcheckers and writing scaffolds
Touch-typing programs e.g. Nessy Fingers
Intensive tracking of programmes with baseline data and short cycle interventions
Cognition & Learning Wave 4
Specialist, individualist, multi-agency support with intensive 1:1 or very small group teaching and learning in specialist environments
Regular use and support from education, health and care professionals
Highly differentiated curriculum with a strong use of alternative approaches to communication, curriculum or learning
Likely to involve placement in specialist schools or alternative placements
Social, Emotional & Mental Health Needs Wave 1
5 point scale
Visual timetables
Social stories in advance
Zones of regulation
Emotion flashcards or fan
Visual cards to symbolise needs
Relational Approach
Sensory tools
Timer to aid focus and/or reduce anxiety
Sensory or movement breaks
Mindfullness
Now and Next
PACE
Restorative Justice
SEAL
Team Teach (Theory)
Social, Emotional & Mental Health Needs Wave 2
Lego Therapy
Personal Risk Assessment
My Plan Solution Circles
Making Action Plans (MAP)
CBT Approach
DBT Approach
Scoring High
Ideal Self Bounce Forward
ATTEND/ Horizons Framework
Social, Emotional & Mental Health Needs Wave 3
Drawing and Talking
Emotion Coaching
Thrive
Attachment Aware and Trauma Informed
Circle of Adults
Circle of Friends
ELSA
Nurture Groups
Penn/ UK Resilience Programme
Team Teach (Physical)
Social, Emotional & Mental Health Needs Wave 4
CBT Therapy
DBT Therapy
Bereavement Counselling
Sleep Clinic
Behaviour Support/ SEMH Team
Physical & Sensory Wave 1
Physical Needs
An accessibility plan is produced prior to a child starting academy in collaboration with parents, learners and professionals
Audit all appropriate risk assessments together with parents, learners, academy staff and professionals on an ongoing basis to ensure accessibility arrangements are up to date, relevant to the learners developmental needs and robust
Risk assessments are deployed in all areas of the academy to ensure full access and participation in the life of the school including extra-curricular activities, visits, trips and residentials
Physical adjustments are made to the academy, prior to the learner starting to ensure full access to the academy building, classrooms, toilets, wet rooms and seating
Adjustments are made to promote full inclusion in all areas of academy life
Additional time is given to allow for movement through the school building with lift access where necessary
Relevant staff have up to date training in safety and therapeutic equipment specialist equipment required by the learner
A named key member of staff is responsible for ensure the equipment is in good working order, accesssible and stored appropriately
Appropriate time and support is provided to ensure the learner is able to take part in practical lessons, such as changing for PE or science practicals
Physical & Sensory Wave 1
Hearing Impairment
Staff will ensure they understand what each learner's nature of the hearing loss is, and the impact on the individual and adhere to specialist advice
Staff will face a learner face on when teaching and giving instructions
Teachers will aim to avoid standing in front of a window or moving around the room when teaching or giving key instructions as this can impede learning
Staff will have the attention of the learner before giving instructions or key learning
Minimise background noise caused by heaters, music, projectors, scraping sounds
Reduce the echo in teaching spaces by adding fabric to displays, putting blinds or curtains at windows and considering some carpet where possible
Create and maintain a quiet area in each classroom
Keep doors and windows closed where possible to avoid the impact of unhelpful noise
Discuss with the learner the best place for seating so they can actively be involved in group discussions
Put on subtitles when watching on screens
Support verbal interactions with the use of visual prompts and aids and repetition
Consider a learner's 'listening breaks' as listening and school with a HI is hard work
Larger spaces such as assemblies, PE and being taught in echoy rooms might require a different approach to helping the learner hear
Give more time for the learner to process what they have heard
Consider how the learner is managing socially and whether they need quiet time and space to develop friendships
Do not expect a learner with a HI to listen and write at the same time, there will likely be cognitive overload
Consider the use of baffle boards in smaller exam rooms, as sound can be amplified by hearing aids to challenging levels
Encourage good listening behaviour for all learners, including speaking one at a time, looking at the talker and not moving around when someone else is talking
Physical & Sensory Wave 1
Visual Impairment
Ask the learner what works best for them and be aware they may not want to trouble you
Consider the glare of light, windows and whether blinds will be helpful
Presentations and visual information should be clutter free, high contrast and using simple fonts such as Century Gothic or Comic Sans, in large font where necessary
Where necessary, using wide lined paper, or emboldened paper ad large, dark inked pens for learners to record their work.
A sloping board could be helpful in bringing the work close to the learner
Provide brightly coloured equipment for practical subjects, such as brights balls in PE and high contrast rulers with large print
Consider a Typoscope to support reading
Consider whether talking scales and specialist equipment such as liquid level indicators are needed in practical subjects
Consider what information is needed prior to a new environment, such as a school trip
Provide additional verbal descriptors and explanations
Discuss self-advocacy with the learner and how to bring up about making their needs met
Physical & Sensory Wave 2
Support the emotional wellbeing of the learner and that they are maintaining good mental health
Provide, if necessary, the opportunity for clear social and emotional skill development
Support learners during unstructured times or during activities in which their inclusion requires some adaptation and awareness
Support peers awareness of the differences they may observe as a natural way for people with barriers to regulate
Provide space and a named individual to check in daily with the learner, to consider how they are managing the pressures and stress of the learning environment and situation
Consider the use of self-esteem appraoches and interventions
Use role playing, storytelling and social stories to identify and explore emotions and feelings
Peer learning
Buddy systems
Circle of Friends
Goal-setting sessions focused on strengths and passions. Student portfolios highlighting achievements.
Invite guest speakers with disabilities to share success stories.
Mentorship programs pairing older students or community members with younger learners.
Conduct regular student voice surveys to gather feedback
Physical & Sensory Wave 3
Learners may require support from allocated staff in lessons particularly in practical lessons or for movement around school.
Provide specialist equipment that meets needs and is well maintained, organised and is the responsibility of a named adult in school
Exam access arrangements will be required
Use accessible material such as Braille, AAC or sign language
Occupational therapy (OT) to develop fine motor skills or adaptations for handwriting/feeding/self-care.
Physiotherapy to improve mobility, balance, or posture.
Speech and language therapy (SLT) focused on communication strategies (e.g., using AAC for non-verbal learners)
Sensory integration therapy for learners with complex sensory processing needs
High-tech AAC (e g , voice output communication aids)
Braille notetakers, magnification software, screen readers
Switches, eye gaze technology for physical disabilities
Touchscreen/tablet adaptations.
1:1 counselling or mental health support with a therapist trained in disability awareness.
Self-esteem or confidence coaching using adapted CBT tools.
Attachment-based support, especially for learners with complex medical backgrounds.
Physical & Sensory Wave 4
Curriculum is completely personalised and sometimes non-academic, focused on communication and interaction, physical care and mobility, sensory processing and regulation and life skills and independence
Complex case management with paediatricians, occupational therapists, social workers, and psychologists.
Provision of home-based therapy, equipment funding, or personal care support
Advanced technology and physical adaptations for students with very limited
physical access such as eye-gaze systems or brain-computer interfaces
Commissioned NHS therapy services outside normal remit of commissioned services
Personal health budgets to meet bespoke physical and sensory needs
Joint commissioning across serivices with regular multi-agency reviews
Regular and indepth training for all professionals involved