At Rivertree Free School we are committed to the holistic development of our pupils and ensure that they have access to a wide range of interventions and specialist strategies. The purpose of an intervention is to address a barrier to learning or to enhance health, happiness and wellbeing thereby enabling the child or young person to develop to the best of their ability.  

Strategies and rooms used at Rivertree to support pupils include:

Social stories – devised as a tool to help pupils better understand and to enhance children’s social competence, and reduce anxiety or dysregulation that may accompany new experiences or expectations. 

Zones of Regulation – is a framework designed to help individuals recognise and manage their emotions and behaviours by categorising them into four coloured zones (blue, green, yellow, and red). Each zone represents a different state of alertness or emotion, and strategies are provided to help individuals move between zones effectively. 

TEACHH Approach – is a structured teaching method designed to support pupils with developing focus and engagement with independent tasks. It focuses on creating a structured environment and using visual supports to enhance communication, independence, and skill development. 

TACPAC – is a sensory communication resource using touch and music to align the senses and develop communication skills. 

Hydrotherapy pool – used by all pupils to develop their swimming, gross motor and water confidence. Pupils presenting with profound and multiple learning difficulties can access their hydrotherapy programmes within the pool.    

Immersion Room– An Immersive environment providing a multi- sensory experience for all pupils.  

Sensory Circuits – A sensory circuit is a form of sensory integration intervention. It involves a sequence of physical activities that are designed to alert, organise and calm the pupil. The circuit aims to facilitate sensory processing to help children regulate and organise their senses in order to achieve the optimum level of alertness required for effective learning. 

Block Therapy – This is a play-based intervention where children work together to build models. It helps develop social skills, such as turn-taking, communication, and problem-solving.

Identi-play – is an intervention which helps pupils learn to play. Through the use of play scripts the approach promotes the development of social skills, understanding, imagination and exploration. By learning these skills, pupils can enjoy reciprocal play with an adult or peer.  

Drawing and Talking Therapy – This therapeutic approach allows children to express their emotions through drawing. Over a series of sessions, children draw and discuss their pictures, helping them process feelings and experiences in a safe, non-intrusive way.

Talk-about – a structured social skills intervention focussing on self-awareness, self esteem and social communication.