Cognition and Learning
High-Quality Teaching and Inclusive Provision for meeting C&L needs:
- Adopt a needs-based approach that recognises the CYP's strengths and provides opportunities for success.
- Adapt teaching rather than reduce challenge.
- Adults manage CYP's cognitive load using suitable strategies (e.g. simplifying instructions and language, presenting information in a clear and logical sequence).
- Ensure easy access to resources (e.g. word banks etc on the CYP's desk).
- Make use of well-managed peer support, including learning partners and peer assessment, ensuring that this is sensitive to the needs of the CYP.
- Provide constructive feedback that builds on strengths, encourages a growth mindset and illustrates the next steps in a task.
- Support regulation and resilience by explicitly teaching self regulation strategies.
- Ensure there is a focus on quality, rather than quantity of work making sure that recording is purposeful and appropriate to both the CYP's needs and the task.
- Recognise that not all work needs to be evidenced through CYP's recording; sometimes observation information is more valuable.
- When further support is needed, catch-up programmes should be evidence-based and targeted to the strengths and needs of the CYP, with clear entry and exit points and agreed monitoring arrangements.
- Ensure support is delivered by practitioners with the relevant training and expertise, in line with the guidance of specialist professionals where necessary.
- Evaluate interventions to ensure they are effective and meet the desired outcomes (APDR).
- More information for supporting CYP with cognition and learning needs can be found in the NASEN Teacher Handbook: SEND
Progress
The CYP's progress and / or attainment is below age-related expectations.
Executive Functioning - Engagement or Focus
The CYP struggles with attention, engagement and focus compared to typically developing peers (e.g. has difficulty attending to, starting or completing tasks or lacks engagement or motivation).
Executive Functioning - Memory and retention
The CYP has working memory difficulties compared to typically developing peers (e.g. struggles to keep information in their mind and then use it in some way).
Executive Functioning - Processing speed
The CYP has a slower processing speed compared to typically developing peers (e.g. needs more time to reflect on information to make sense of it).
Worry
The CYP appears worried about unfamiliar tasks and expectations which impacts their engagement with learning opportunities
Reading
The CYP has difficulties around reading which affect their learning across the curriculum.
Writing
The CYP has difficulties with writing which affect their learning across the curriculum. (Fine Motor Skills are addressed in Physical and Sensory Section)
Spelling
The CYP has difficulties with spelling which affect their learning across the curriculum.
Maths
The CYP has difficulties with maths which affect their learning across the curriculum.
