Cognition and Learning

SEND Graduated Response Toolkit

Identifying needs in Cognition and Learning

Slow progress and low attainment do not necessarily mean that a child has SEN and should not automatically lead to a pupil being recorded as having SEN.

However, they may be an indicator of a range of learning difficulties or disabilities. Equally, it should not be assumed that attainment in line with chronological age means that there is no learning difficulty or disability.

General learning difficulties 

  • Curriculum achievement 18 months – 24 months below age related expectations
  • Some difficulties with the acquisition of language / literacy / numeracy despite regular attendance, quality teaching and appropriate intervention 
  • Difficulty with the pace of the curriculum delivery 
  • Some problems with acquiring new concepts 

North Chadderton School have a useful page on their website about general learning difficulties:

Pupils may display:

  • Work avoidance e.g. out of seat, sharpening pencils, talking, toilet trips 
  • low –level disruption. 
  • Bravado/over confident “it’s easy” 
  • low self-esteem (aware of learning differences 
  • spoiling of own work 
  • challenging behaviour 
  • Poor working memory 
  • difficulties with organisation 
  • Poor independence / reliant on adult support 
  • Self-confidence may be impacted causing the child or young person to withdraw. The impact on self-confidence may also impact attendance

Specific learning difficulties  ( eg dyslexia, dyspraxia, dyscalculia) 

  • inconsistency (day to day) 
  • specific difficulties in learning with significant underperformance across either literacy or numeracy-based subjects 
  • delay in reasoning, problem solving, attention and concentration skills
  • slow pace of work 
  • sequencing difficulties 
  • unable to follow instructions 
  • unusual profile of strengths and weakness 
  • self-esteem / poor motivation 
  • challenging / unusual behaviours e.g. tired/ acting out / bored

What might I see in a child who has dyslexia?

The British Dyslexia Association website has some good information about spotting signs of dyslexia at different stages:

What might I see in a child who has dyscalculia?

What might I see in a child who has dyspraxia?

What are the signs of dyspraxia? (NHS)

"Some learning difficulties and disabilities occur across the range of cognitive ability and, left unaddressed may lead to frustration, which may manifest itself as disaffection, emotional or behavioural difficulties."

"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."

SEN Code of Practice (6.23, 6.30, 6.31)

How might I assess cognition and learning needs at SEN support?

When would you move to SEN support for Cognition and Learning needs?

Where there is a lack of adequate progress despite identified and targeted differentiation.

Schools should seek to identify pupils making less than expected progress given their age and individuals circumstances.

This can be characterised by progress which:

  • Is significantly slower than that of their peers starting from the same baseline
  • Fails to match or better the child’s previous rate of progress
  • Fails to close the attainment gap between the child and their peers
  • Widens the attainment gap

Assessment may include:

Pupil progress towards individualised targets should be carefully assessed, tracked, monitored and evaluated.

Assessment and advice from appropriate specialists may be sought and implemented.

Planning should reflect a more personalised approach to curriculum differentiation to match identified need.

  • Formative / summative assessments Reading age
  • Spelling age
  • Comprehension / Reading fluency – Neale Analysis
  • Diagnostic assessment; i.e. Miscue Analysis
  • Baseline of current skills
  • Tracking back, previous years learning
  • Age related expectations
  • PIVATS (Literacy and Numeracy)
  • EYFS
  • ASQ
  • IDP checklist
  • Neurodiversity checklist
  • Monitor and evaluate effectiveness of interventions
 

Meeting Cognition and Learning needs