Cognition and Learning Needs

For example:

  • Moderate Learning Difficulties (MLD)
  • Specific Learning Difficulties (SpLD)

Types of support and provision that are currently available in our school:

  •   Strategies to promote and develop literacy and mathematical skills with increasing independence including use of word banks, dictionaries etc.
  •   Additional small group support is provided in class from the class teacher and teaching assistants.
  •   Small group or one-to-one intervention programmes are delivered to improve skills in reading, writing and maths e.g. Toe by Toe, IDL Dyslexia intervention programme, Every Child Counts.
  •   Differentiated phonics groupings in Key Stage 1, including an intervention group for those children working at a level below the expected standard.
  •   One of our Teaching Assistants has completed OCN Accredited Dyslexia Course for Learning Support Assistants (Level 3) which enables her to complete an initial screen for children who may have dyslexic tendencies.
  •   Two of our Teaching Assistants have achieved ‘NCON Level 3 in Supporting children and young people with learning difficulties’ which enables them to complete a screen if there are concerns about a child in this area.
  •   Another of our Teaching Assistants is trained in ‘precision teaching’ and delivers sessions to individual children using this strategy, focusing especially on spelling and times tables knowledge.
  •    ‘Write from the Start’ is available to improve fine motor skills with groups or individual children.
  •   The ‘Memory Magic’ programme can be used to improve short term memory skills in children identified as having a weakness in this area.
  •   Additional individual programmes to develop skills relating to reading, spelling and short term memory offered by SENTASS or other outside agencies can also be delivered by our experienced Teaching Assistants.
  •   Support to access the curriculum and develop skills for independent learning are also given, for by example through changes to the classroom environment, the use of ICT and the role of support staff.
  •   Computing resources are used where appropriate to reduce barriers to learning e.g. IDL.
  •   Use of support materials and resources e.g. Numicon
  •   Provision of table top resources to promote independence and ensure that learning is multi-sensory and practical.
  •   Strategies and resources to support dyslexic pupils e.g. coloured overlays for reading, word banks to support spelling of key words.
  •   Alternative approaches to recording promoted.
  •   Opportunities for repetition of key learning.
  •   Additional processing/thinking time for responding to questions, completing tasks, sharing ideas.
  •   Strategies to reduce anxiety e.g. 5 point scale
  •   Multi-agency involvement with the family as required
  •   Advice and support from outside agencies.
  •   Support for homework through homework club and breakfast club.
  •   Differentiated and, where applicable, individually personalised homework.