Student support

Key Groups

Without good literacy skills a person can be held back at every stage of their life. They may struggle with their work at school, as a young adult they may struggle to secure employment, and as a parent they may find it difficult to support their own child’s learning. At Trinity Academy Halifax, we ensure that students with a reading age below expectation, or with baseline test results indicating a need for extra help with spelling and grammar, are provided with additional support. The 4 pathways below give you a flavour of what is on offer.

Nurture/Mastery support

This means your child, in place of attending their humanities lessons, will experience Mastery Support Pathway intervention, a specific programme to improve literacy skills. This comprises of an adapted phonics programme, activities based upon reading for meaning and vocabulary skills, as well as dedicated reading time.  This is something which has recently become part of the English GCSE programme of study. We believe in giving our students the best possible opportunities to secure their aspirations. Further information regarding the phonics resource is available at: http://www.ruthmiskin.com/en/

When gaps in students’ writing skills (punctuation and grammar) appear during Phase One, this is addressed through Bungee intervention. The Bungee intervention team are highly skilled in providing small group support to address misconceptions and misunderstanding. Students are selected for this on a dynamic basis throughout the year, and may be temporarily withdrawn from some other lessons to address and focus on core skills. Once students have developed understanding and confidence, they will then re-join their usual lessons.

Platinum is our very successful reading based intervention programme which ensures that all students in Phase 1 have the opportunity to read to the best of their ability and keep on track with their peers. It focusses on comprehension skills and students work in small groups accessing fiction and non-fiction texts. Students are removed from selected lessons for 1 lesson a day for a measured period of time in order to offer this bespoke intervention.  We believe that the long term benefits of a student improving their reading at this stage in their education outweigh any potential lost lesson time.

You may have read in the newspapers recently that if students are given the opportunity to ‘overlearn’ (learning the same material twice or more) and ‘learn to learn’ (learning techniques to help them become successful learners), they will be much more likely to remember what they are taught and apply their new knowledge when completing classwork, homework and examinations. Therefore, we have introduced an additional series of lessons in which they will be taught in a small group and will focus on ‘overlearning’ (re-visiting what they learnt in lessons during the week). The teacher will observe your child in their English and maths lessons during the week, plan to help your child correct any misunderstandings and develop their learning even further.

Ofsted Outstanding Provider