We use a whole class assessment to identify needs. This provides a holistic framework; created and put on our assessment tool (Classroom monitor), for children who show limited progress; highlighted via monitoring systems, to address reasons why.
We use a number of interventions; pre and post tutoring to evidence progress and impact, precision teaching, and paired reading; these are delivered 1:1. Through our use of evidence based paired reading we have seen 2 years progress over 12 weeks for some pupils. Precision teaching has been effective where other interventions have failed.
We currently buy in a speech therapist for one day a week; she works alongside a teaching assistant in school who is designated to SALT provision full time. This enables us to screen children very on an implement appropriate provision for them.
Every morning we have all teachers and attending students complete a ‘reading aloud’ activity. Some students choose to read aloud; lots don’t choose to. We record on a sheet who does choose to read. If students don’t want to read, they are able to sit and doodle/colour in mandalas etc.