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Cognition and Learning

Cognition and Learning


Some children find learning or retaining basic skills more difficult than their peers and this can be for different reasons. We aim to make a clear distinction between special educational needs and underachievement, which is often caused by a poor early experience or gaps in learning. Some pupils in our school may be underachieving but will not necessarily have a special educational need. It is the responsibility of staff to identify this quickly and ensure that appropriate interventions are put in place to help these pupils catch up.

Cognition and Learning- What do we provide?

Universal Provision – All children have access to:


  • Quality planning, teaching and learning
  • Termly assessments by teaching staff
  • Access arrangements sought to ensure equal opportunities
  • Flexible classroom arrangements to meet the needs of all pupils
  • Alternative methods of recording e.g. through the use of ICT
  • Reading ages assessed and measured regularly
  • Verbal and Non-verbal reasoning assessed in KS2
  • Appropriately differentiated learning
  • Small group support for differentiated curriculum activities
  • Visual timetables/ daily schedules
  • Laptops, Desktop computers, iPads,
  • Learning objective and success criteria
  • Talk partners
  • Talk for learning
  • Visual cues and support
  • Coloured backgrounds on interactive whiteboards
  • Word banks
  • Vocabulary walls/charts
  • Task boards
  • Active listening and focus cards
  • Access to workstation
  • Access to ear defenders

School policies and procedures will run alongside (including the Teaching & Learning policy) as well as quality first teaching and reasonable adjustments as stated in the Mainstream Core Standards 

Targeted Provision – All children have access to: (should they require it)


  • Targeted training for staff to deliver identified interventions ·
  • Attainment and progress analysis for specific individuals or groups ·
  • Plan, do, review cycle ·
  • Difficulties identified and discussed with parents at parent meetings ·
  • Dyslexia trained staff in school ·
  • Progress in Maths and English measured using national assessments and age standardised assessments
  • English intervention booster sessions 
  • English Tuition booster sessions 
  • High Frequency word booster
  • Nessy Fingers Touch Typing  
  • Maths intervention booster sessions  
  • Maths Tuition booster sessions

Specialised Provision – For those that require it, there is access to:


  • Dyslexia Screener,
  • LIFT referral and attendance ·
  • Educational Psychologist assessment ·
  • Cognition and learning specialist teaching service assessment ·
  • Parent SEN meeting to review targets
  • Coloured overlays, reading rulers or exercise books ·
  • Writing slopes ·
  • Stabilo easi-grip pens or pencils  
  • Little Wandle Precision teaching for phonics or high frequency words
  • Highly personalised English intervention
  • Highly personalised Maths intervention