Interventions and Targeted Support
At Sir Bobby Robson School, we believe that the needs of most pupils can be successfully met through the high-quality SEND provision outlined on our SEND Provision page. As a specialist SEMH setting, we are committed to providing a nurturing, inclusive environment where every child can thrive socially, emotionally and academically.
However, we also recognise that some pupils may require additional, personalised interventions at different points during their school journey. This may be due to adverse life experiences, provision specified within Section F of their EHCP, needs identified through assessment, or emerging difficulties that require targeted support.
The 7Cs Approach
At the beginning of each academic year, all pupils complete Judith Carter’s 7Cs Assessment alongside school staff. This assessment helps us identify strengths and areas for development across seven key aspects of personal growth:
- Coordination
- Compassion
- Creativity
- Curriculum
- Cognition
- Control
- Communication
Following the assessment process, each form group is assigned three priority areas (Cs) to focus on during the term. These areas help shape targeted group interventions, classroom practice and enrichment opportunities.
All interventions, whether delivered to an individual pupil, a small group or a whole form group, are recorded through our school tracking system. Progress is monitored through termly reassessments, allowing us to evaluate impact and identify next steps.
This approach has consistently demonstrated positive outcomes in pupils’ personal development and has helped us shape a curriculum and pastoral offer that promotes success for all learners. It reflects our belief that all of our provision should be, ‘for the needs of some, but the benefit of all.’
Targeted and Individual Interventions
Whilst our universal intervention approach successfully supports the majority of our pupils, some learners require more specialised support to address specific needs.
Following identification and triage by the SENDCo, pupils may access additional support through our Willow Room, where trained staff deliver a range of structured interventions, including:
- Play Wellbeing Sessions
- Forest School
- Lego Therapy
- Outdoor Messy Play
- Puppet Talk
- Hand Gym
These interventions are typically delivered over a half-term period and are carefully matched to individual needs. Progress is monitored through entry and exit assessments, enabling staff to evaluate effectiveness and inform future support planning.
Counselling Support
Alongside our in-school intervention offer, we are fortunate to have a qualified counsellor who visits the school on a weekly basis.
Pupils can be referred for counselling through discussions with parents and carers. Where appropriate, pupils are allocated a counselling slot for a term, providing them with dedicated time and support to explore their thoughts, feelings and experiences in a safe and confidential environment.
Reviewing Impact
We are committed to ensuring that every intervention has a clear purpose and measurable impact. Through regular assessment, tracking and review, we can celebrate progress, respond to changing needs and ensure that pupils receive the right support at the right time.
Our aim is always to develop resilience, confidence and independence, enabling every pupil to achieve their full potential both in school and beyond.