Cognition and learning
SEND Code of Practice (2015):
- Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties, as well as a physical disability or sensory impairment.
- Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
Some of the things children and young people with these needs might find difficult are:
- Take longer to learn skills
- Find it difficult to remember things such as the important words for reading and timetables
- Find it hard to understand how to use letter sounds to read and spell words
- May need more time to think about their answers
Types of support we currently offer:
Teachers change what they are teaching and/or the way they are teaching to help the child learn more, with the rest of the class.
Many strategies, which benefit pupils with Cognition and Learning needs, are in place for the benefit of all pupils.
‘Dyslexia Friendly’ approaches are used for the benefit of all pupils, such as the use of coloured backgrounds and appropriate fonts for presentations. Also, resources printed are printed on coloured paper, when this is needed, coloured overlays are available and we have a collection of reading books published in a dyslexia friendly font.
Individual targets are set, which show what the child needs help with.
Some children benefit from extra adult support, during some of their lessons. Additional adult support, through a teaching assistant, is available during Maths and English lessons.
Some children benefit from additional teaching or individualised work, for a short time, to support them to learn new skills. Our Teaching Assistants are trained in a range of evidence-based academic interventions. Should your child require a specific intervention, you will have an opportunity to discuss this at your child’s pupil profile review.
Some children may benefit from using assistive technology. Its use is carefully considered based on children’s needs. Within our school, when appropriate, children can access iPads, Talking Tins, spell checkers and in some cases children have access to a laptop.
How we monitor this:
Review pupil’s individual targets and assess if they have been achieved
Talk to adults who work with the child
Talk to parents
Talk to the child
Using the school’ss data tracking system
School’s termly standardised academic assessments
Where a pupil’s attainment is significantly below the expected standard, the Birmingham Language and Literacy and Maths Toolkits may also be used to track progress
Where a number of strategies have been used, but concerns remain about a child’s progress, specialist assessment and support may be sought for the child
External Agency, in-School Support:
Pupil and School Support (PSS)
Our SENDCo can advise you on the Birmingham Dyslexia Pathway, which is accessed through Pupil and School Support (PSS).
External Specialist Support:
A Paediatrician referral is required for a diagnosis of Dyspraxia, which can be made by your GP or through our SENDCo.
Occupational Therapy can only be accessed through a GP or Paediatrician.