How we support your child | Fairfield Primary School

Our Philosophy

A significant aspect of our offer at Fairfield Primary School, is our unique approach to support pupils in all aspects of their learning. Our approach is rooted in evidence based research, which, in turn, increases its impact and reach. The EEF acknowledge that extending the school day is a strategy schools may take to aid the intervention process. Therefore, the vast majority of our intervention packages, take place between 8.30am-9.00am or, 3.20pm-4.00pm. In-line with research, in order to be successful, any increases in school time are fully supported by both parents and staff so therefore clear communication is made with parents/guardians outlining what the provision entails and why it would be beneficial for their child. The times and dates remain consistent for convenience and to aid timetabling.

Additionally, in the EEF’s Teaching and Learning Toolkit, evidence indicates that, on average, pupils make two additional months' progress per year from extended school time and in particular through the targeted use of before and after school programmes. There is some evidence that disadvantaged pupils benefit more, making closer to three months additional progress. There are also often wider benefits for low-income students, such as increased attendance at school, improved behaviour and better relationships with peers. Moreover, within the Toolkit, evidence shows that small group tuition is effective and, as a rule of thumb, the smaller the group the better. Therefore, we instil a maximum of a 1:5 ratio for intervention. EEF research acknowledges that intensive tuition in small groups is recognised as a good strategy to support the lower attaining learners or those who are falling behind. The average impact of the small group tuition is four additional months’ progress, over the course of a year. EEF research recognises that small group tuition is most likely to be effective if it is targeted at pupils’ specific needs, which we aim to deliver. Moreover, due to many of our intervention facilitators being specially trained, the EEF recognises that this is likely to increase impact.

Pastoral Care

To read about how we support children pastorally, please click on the following link:

Pastoral Care | Fairfield Primary School

All of our intervention groups are fluid and the progress of the children engaging in such activity, is closely monitored through termly Pupil Progress Meetings.

Reading: Our Targeted Approach

Here at Fairfield Primary School, we have devised a very successful approach to Reading Intervention. Our approach is outlined in our 'Wave Models' below.

Phonics

Keep-up Lessons Ensure Every Child Learns to Read

Any child, who needs additional practice, has Keep-Up Support, taught by a fully trained adult. Keep-up lessons match the structure of class teaching, and use the same procedures, resources and mantras, but in smaller steps with more repetition, so that every child secures their learning.
We timetable daily phonics lessons for any child in Year 2 who is not fully fluent at reading or has not passed the Phonics Screening Check. These children urgently need to catch up, so the gap between themselves and their peers does not widen.

Rapid Catch-Up Ensure No Child is Left Behind

Little Wandle Rapid Catch-up programme aims to assist children in Year 2 and above who struggle with reading. It mirrors the main phonics program but is structured to help children catch up at a faster pace. By the end of the program, children should be able to read with sufficient fluency and accuracy to engage with the curriculum effectively and enjoy reading.

Key Features

Tailored Resources: The program includes comprehensive teacher guides, planning grids, lesson templates, and prompt cards to support educators in delivering effective phonics instruction.
Assessment Tools: It provides assessment materials to identify gaps in phonics knowledge, allowing staff to tailor instruction to meet individual student needs.
Flexible Pathways: The program allows for adjustments based on student progress, ensuring that teaching is paced appropriately to fill specific gaps in knowledge.

Implementation Strategies

Focused Lessons: Children engage in short, focused lessons that can be adapted based on the child's progress and specific needs.
Daily Practice: Children have daily/regular practice, including teacher-led blending sessions, to reinforce learning and improve blending skills
Resources for Age 7+: We have additional resources, such as word cards and tailored teaching guides, to support phonics learning for our older children.
Assessment: If a child joins us (Year 2 upwards), Mrs. Pammenton will complete an assessment to determine whether Rapid Catch-Up is required. This ensures no child is ‘lost’ in securing this key foundational skill.
Timetabled: Rapid Catch-Up sessions take place in the afternoons with our fully trained practitioners.
Champion School: As a Little Wandle Champion School, we also showcase Rapid Catch-Up events, meaning children at Fairfield are supported by accredited and highly skilled practitioners in this field.

Reading

Fluency

Our Little Wandle Fluency Intervention supports pupils in developing reading fluency, confidence, and comprehension. While fluency is taught and practised regularly within whole-class reading lessons, some pupils benefit from additional targeted support. Through small-group intervention sessions, children revisit carefully matched texts (modern and diverse) and engage in repeated reading, modelled reading, and discussion activities that help them read with greater accuracy, automaticity, and expression. This additional intervention is used to strengthen reading stamina, improve understanding of what is being read, and build pupils’ confidence so that they can access the wider curriculum more successfully and develop into fluent, enthusiastic readers.

Comprehension

This a Wave 2 intervention, which is delivered as part of the expanded school day approach, across Year 2 and Key Stage 2. On average, it is a 1:4 ratio. The school has specific texts, both fiction and non-fiction, which the children engage with during the sessions, which are planned specifically for the children’s needs. It is a collaborative approach to enhancing the fundamental skills of reading, enriching vocabulary and developing inference skills.

During the sessions, practitioners will hear all children read and they will make the skills of inference and deduction clear to the children.

As well as interventions aimed at those children who need additional support, we also offer Great Depth Comprehension intervention (Years 2-6), which is designed to challenge and extend pupils who are already working confidently at the expected standard in reading. During small-group sessions, pupils engage with high-quality, age-appropriate texts and are taught to explore language, themes, authorial intent, inference, and interpretation in greater depth. Through discussion, questioning, and evidence-based responses, children develop the skills needed to justify their opinions, analyse texts critically, and make links between different texts and contexts. This intervention is used to deepen understanding, promote higher-order thinking, and support pupils in achieving greater depth outcomes by encouraging them to read beyond the literal meaning of a text and become thoughtful, reflective readers.

Reciprocal Reading

Our Reciprocal Reading Intervention is delivered to selected pupils in Years 5 and 6 who can decode words accurately but require additional support to develop their understanding of what they read. Although these pupils are able to read the words on the page, they may need further support to interpret meaning, make inferences, summarise key information, or engage critically with a text.

The intervention is delivered by specially trained staff in small groups three times per week (as part of our expanded school day model of intervention), providing regular opportunities for pupils to develop and practise effective comprehension strategies. As the name suggests, reciprocal reading is a collaborative, two-way approach in which both pupils and the intervention leader share responsibility for exploring and constructing meaning from a text. Through carefully structured discussion, pupils are encouraged to predict, question, clarify and summarise what they have read, helping them to become more active and independent readers.

By engaging in rich dialogue and text-based discussion, pupils learn to explain their thinking, justify their answers using evidence, and deepen their understanding of vocabulary, themes and authors' intentions. The intervention aims to improve reading comprehension, develop confidence when discussing texts and equip pupils with the strategies they need to access increasingly challenging reading material across the curriculum.

Additional Supporting Research

Early reading is identified as significantly important by Ofsted, who outline, “...it’s so important that children learn to read fluently as quickly as possible. Inevitably, fluent readers will learn more, because they can read and gain knowledge for themselves.” Our approach to investing in and devising a reading intervention model to further aid our children will enable them to better succeed in other areas of the curriculum. In accordance to the EEF’s Teaching and Learning Toolkit, the fact the learning will be individualised and specific, means that it will have a positive effect on learners, with an average of three months progress.

'Foundational Fixes' Intervention

Our Foundational Fixes Intervention is a bespoke programme designed specifically to support pupils in Years 3 to 5 who have not yet fully secured the essential skills typically developed during Key Stage 1. Led by Mrs. Barrientos, who is highly experienced and expertly trained in delivering targeted literacy interventions, the programme takes place every afternoon from 3:20pm to 4:00pm.

The intervention is delivered in an intensive 1:2 ratio, allowing for highly personalised teaching and immediate feedback. Sessions focus on addressing key gaps in pupils' foundational literacy skills, including correct letter formation, high-frequency word spelling, handwriting fluency, sentence construction, punctuation and the development of basic sentence structures. Each pupil follows a carefully planned programme that is tailored to their individual needs, ensuring that teaching is precisely matched to the areas requiring further development.

Learning is systematically recorded and evidenced in pupils' books, enabling progress to be closely monitored and celebrated. Regular assessment informs next steps and ensures that pupils receive the support they need to achieve secure understanding and application of these fundamental skills. Pupils remain within the intervention until they demonstrate confidence and independence and are assessed as being secure in the specific areas targeted.

The aim of Foundational Fixes is to provide pupils with the strong foundations necessary for future success across the curriculum. By securing the core building blocks of literacy, pupils develop greater confidence, improve their written communication and are better equipped to access age-related learning in the classroom.

Handwriting

At Fairfield, all children receive regular handwriting lessons as part of the curriculum to develop correct letter formation, presentation and writing fluency. For some pupils, however, additional support is needed to ensure that handwriting skills become secure and automatic.

Our Handwriting Intervention provides targeted support for pupils who require further practice beyond whole-class teaching. In Reception and Years 1, 2 3 and 4, the intervention focuses on securing correct letter formation, letter size, orientation and consistency, ensuring that children develop the fundamental skills required for clear and legible handwriting. We use the Little Wandle Handwriting resources to aid delivery of the additional sessions. For pupils in Years 5 and 6, support is available where needed to develop fluency, confidence and accuracy in cursive handwriting, helping them to write efficiently and neatly across all areas of the curriculum.

Delivered in small groups or through targeted individual support, these interventions enable staff to address specific areas of need and provide regular opportunities for guided practice. Progress is carefully monitored to ensure that pupils develop a consistent handwriting style and are able to record their ideas with increasing confidence and independence. By securing strong handwriting skills, pupils are better equipped to focus on the content of their writing rather than the mechanics of transcription, supporting successful outcomes across the curriculum.

Within Writing Interventions, pupils follow our 'Ready to Write' mantra and routine.

Times Tables Intervention

At our school, all pupils practise and develop their times tables knowledge daily within class, ensuring regular opportunities to build recall speed, accuracy and confidence. Through consistent whole-class teaching and retrieval practice, children develop the multiplication and division facts that are essential for success across the Mathematics Curriculum.

In addition to this daily provision, we offer a targeted Times Tables Intervention (as part of our expanded school day model) for pupils who would benefit from further support. This intervention is delivered weekly and is aimed primarily at pupils in Years 3 and 4, where the secure acquisition of multiplication facts is a key focus. The intervention is also available for Year 5 pupils who did not achieve a score of 21 or above in the Multiplication Tables Check (MTC), providing additional opportunities to strengthen knowledge and improve recall fluency.

Sessions focus on developing rapid and accurate recall of multiplication and related division facts through structured teaching, practical activities, games, repetition and recall strategies. Teaching is carefully matched to pupils' individual starting points, enabling them to build confidence and consolidate gaps in their understanding. Progress is monitored regularly to ensure that pupils are developing both the speed and accuracy needed to apply their times tables knowledge effectively in wider mathematical learning.

The aim of the intervention is to ensure that every child develops a secure understanding of multiplication facts, enabling them to approach mathematical problem-solving with greater confidence and to access age-related learning successfully across the curriculum.

Mastering Number Intervention

At Fairfield, all pupils (Reception to Year 5) participate in daily Mastering Number lessons, providing regular opportunities to develop strong number sense, fluency and confidence with fundamental mathematical concepts. Through carefully sequenced teaching, practical resources and mathematical discussion, children build a deep understanding of number, place value and calculation strategies, creating secure foundations for future mathematical learning.

In some cases, pupils may require additional support to secure age-related expectations. For these children, we provide a targeted Mastering Number Intervention alongside their daily classroom lessons. The intervention is designed for pupils who would benefit from further opportunities to revisit and practise key mathematical concepts, helping them to address gaps in their understanding and develop greater confidence with number.

Delivered in very small groups, sessions focus on strengthening essential skills such as number recognition, number bonds, subitising, place value, addition and subtraction strategies, and mathematical reasoning. Teaching is carefully adapted to meet individual needs, allowing pupils to explore concepts using concrete resources, visual representations and structured mathematical talk. This approach helps children develop a deeper understanding of number relationships rather than relying solely on memorisation.

Progress is monitored closely to ensure that pupils are making sustained gains and are increasingly able to apply their knowledge independently within whole-class lessons.

Pre-Teach and Recap Maths Intervention: Securing Expected Standard

Our Pre-Teach and Recap Maths Intervention sessions are designed to support pupils in securing age-related expectations and developing confidence in Mathematics.

Planned by classteachers, sessions are carefully tailored to meet identified needs and may focus on either pre-teaching upcoming mathematical concepts or recapping and reinforcing prior learning. Pre-teaching allows pupils to become familiar with key vocabulary, methods and concepts before they are taught in class, while recap sessions provide opportunities to revisit learning, address misconceptions and strengthen understanding.

Delivered as part of our Expanded School Day provision, the intervention takes place twice weekly in the mornings. Working in small groups, pupils benefit from targeted support that helps them build fluency, improve problem-solving skills and engage more successfully in whole-class Mathematics lessons.

Through timely intervention and teacher-led planning, we ensure that pupils receive the additional support needed to secure expected standards and achieve success in Mathematics. The groups are fluid and will change in-line with on-going assessment.

Greater Depth Maths Challenge Group

Our Greater Depth Maths Challenge Groups are designed to provide additional stretch and challenge for pupils who are working at, or have the potential to work at, a greater depth within the Mathematics Curriculum.

Planned by classteachers, sessions focus on developing deeper mathematical thinking, reasoning and problem-solving skills. Pupils are encouraged to explain their methods, justify their answers, make connections between different areas of mathematics and tackle increasingly complex and open-ended challenges.

Delivered as part of our Expanded School Day provision, the intervention takes place weekly- in the mornings. Working collaboratively in a small-group setting, pupils engage with rich mathematical tasks thus fostering resilience, independence and intellectual curiosity.

The intervention aims to deepen conceptual understanding, strengthen mathematical communication and ensure that pupils are well equipped to apply their knowledge in unfamiliar contexts. Through carefully planned challenge activities, we support pupils in achieving higher levels of attainment and developing a genuine enthusiasm for Mathematics.

Additional Teacher Focus

During year group assemblies, teachers work one-to-one/one-to-two, with identified pupils to address misconceptions, which have arisen in that week’s teaching, and/or further support/challenge pupils. Time may be put aside for practice, additional teaching, scaffolding and/or acting on feedback to correct work. In accordance to the EEF, evidence indicates that one-to-one tuition can be effective, delivering approximately five additional months’ progress on average.

'How to' Videos

Please use the tabs below to select a relevant age of study. The videos are divided into Key Stages and each clip is labelled with the aspect of Mathematics it teaches. If your child is finding a mathematical concept particularly tricky then do not hesitate to inform their class teacher, who will work with the pupil to overcome their difficultly and/or address any misconceptions. Alternatively, you may find our calculation policy a useful resource to aid your child and their approach to algorithms.

Early Counting

Year 1 - Addition and Subtraction

Year 1 - Addition with Money

Year 2 - Addition Using a Number Line

Year 2 - Column Addition

Year 2 - Subtraction Using a Number Line

Year 2 - Multiplication Using Arrays

Year 2 - Fractions

Year 3/4 - Grid Multiplication

Year 3/4 - Fractions of Amounts (with representation)

Year 3/4 - Fractions of Amounts

Year 5/6 - Long Multiplication

Year 6 - Long Division

Speech & Language

As well as engaging with external agencies for more specific, targeted support, we utilise specific resources from WELCOMM. Our WELCOMM Programme provides targeted support for pupils who would benefit from additional opportunities to develop their speech, language and communication skills.

Using the WELCOMM assessment and intervention materials, teachers identify specific areas of need and plan activities that help pupils strengthen their understanding and use of language. Sessions focus on developing vocabulary, listening skills, understanding of instructions, speaking in sentences and confidence in communication.

Delivered as part of our intervention provision, WELCOMM sessions take place 1:1/ in small groups, enabling pupils to receive focused support in a nurturing and engaging environment. Activities are carefully matched to individual needs and are regularly reviewed to ensure pupils make strong progress.

By supporting the development of communication and language skills, the WELCOMM Programme helps pupils access the wider curriculum more successfully, engage confidently with their learning and build the foundations for future academic achievement.

Moreover, we use the Ross Bailey programme to demonstrate specific social and communication skills to identified pupils in our EYFS cohort.

Online Programs

Here at Fairfield Primary School, our pupils are encouraged to strengthen their learning through learning at home.

Learning can be supported by the online programs listed below- some of which children have a separate login for. If your child does not have, or have lost their password, please inform the school or their class teacher.

As well as these links, the 'How to' Videos in the Maths tab contain useful tutorials from our staff, showing the children how to solve different arithmetic questions in Mathematics. Moreover, our 'Writing and SPaG' page contains a helpful guide to understanding the key terms (with examples).