All Impact Stories Differentiation & Inclusion

Immediate Support, Meaningful Progress

Two of three pupils identified for immediate intervention made significant progress in reading and literacy.

Year 1 English
Ongoing intervention
3 pupils identified for immediate support

2 of 3 intervention pupils made significant progress

Context

A few pupils joined with limited prior schooling or weaker early-years foundations, showing an immediate need in reading and overall literacy.

Challenge

They needed rapid, well-matched support to access Year 1 English alongside their peers, without being singled out.

Evidence & Diagnosis

I identified need using diagnostic assessments, phonics screening and levelled reading data rather than CAT4, which the school introduces from Year 2.

Approach

I moved to immediate intervention: modified tasks, sentence stems, extra word banks and buddy support, adapting the lesson flow and delivering content in the language each child understood best.

Adaptation

Support was individualised per child and reinforced through close parent partnership.

Impact

Two of the three pupils made significant improvement, helped by strong parental engagement and consistent, low-key support inside the normal lesson.

Reflection

Speed mattered. Waiting for a formal process would have cost these pupils weeks. The buddy pairing did as much for confidence as for skill. For the third pupil, I would have brought parents in even sooner to align home and school routines.