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Cognition and Learning Observed Emerging Or Fluctuating Difficulties Could Include:-  Reading, Writing and Spelling: - CYP May Find It Difficult to Decode Words

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Cognition and Learning Observed Emerging Or Fluctuating Difficulties Could Include:-  Reading, Writing and Spelling: - CYP May Find It Difficult to Decode Words Cognition and Learning Observed emerging or fluctuating difficulties could include:- Reading, writing and spelling: - CYP may find it difficult to decode words. - CYP may find it difficult to read fluently - CYP may find it difficult to understand what they have read but show that they can understand better when read to. - CYP may find mark making difficult or not make purposeful marks. - CYP may form their letters incorrectly - CYP may find it difficult to write full sentences. - CYP may find it difficult to transfer what they want to say into writing. - CYP may spell words incorrectly. They may spell familiar words incorrectly. Numerosity: - CYP may find it difficult to understand that a number represents a quantity. - CYP may find it difficult to use different calculations (e.g. addition subtractions) fluently. - CYP may find it difficult to identify patters when using numbers. Comprehension, these could be indications of a speech and language difficulty: - CYP may find it difficult to understand some abstract concepts such as rhymes, inference, time. - CYP may find it difficult to interpret complex social interactions. Processing and working memory, these could also be indications of a speech and language difficulty: - CYP may have difficulties organizing their thoughts and actions, for example may start a task not by the beginning. - CYP may have difficulties categorizing or seeing how things connect with one another for example how different animals could all live in a farm. - CYP may find it difficult to follow complex instructions if given in one go. - CYP may find it difficult to explore and explain their thought processes in a way that is understood. Memory: - CYP may find it difficult to talk about things in the past. - CYP may find it difficult to relate to experiences from their past. - CYP may find it difficult to complete a multistage activity. Universal Support -Whole School/Setting Culture and Ethos Quality first teaching for all learners with recognition that some children and young people may require very time-limited support in addition to Inclusive Quality First Teaching in order to secure effective learning and increase their rate of progress. Assess Plan Do Review School/Setting Provision and Review attainment and progress Analysis of assessment data High quality teaching and Evaluation of teaching and Resources data. should be used to inform learning informed by the learning to inform adaptations planning of teaching and assessment and planning and next steps, where School/Setting level attainment SENCO may be involved in more undertaken. learning across all subjects. needed. Outcomes should be and progress (class teacher level specific assessment and This could include updated to reflect this possibly with involvement from observations to establish Whole class T & L activities Individualised, personalised SENCO). learners strengths and barriers evaluation. approach to teaching and to achievement learning in broadest sense. Small group learning Decision could include:- This could be achieved through Progress needs to be Use of additional differentiation, mastery, use of No additional provision measurable towards an resources, use of adults, resources e.g. required. individual’s outcomes. collaborative learning etc… manipulatives, technology, adults etc… Continuation of support Analysis of assessments, this Gaps in learning identified, are at this level could be through observation, catered for during lesson. Differentiation to support, 1:1 work with the student, challenge and extend teacher assessment. These Escalation to next tier of learning . assessment could be focused on Plan and provide exam support where additional Literacy and Math. arrangements if needed provision may be Specific activities to required. address gaps in learning Recognition of learning Review school/setting strengths and difficulties to Use of learning processes for ensuring inform planning of teaching and environment to aid Inclusive Quality First learning across all subjects learning Teaching through school/setting leader QA . Use of visual prompts and measures . Evidence to be collated. This reminders, could include observation records within classrooms, Effective feedback given at the learning in books, learning point of learning, to move behaviours, teacher records, learning forward. voice of CYP etc… Child/ Young Persons Voice Pupil self-assessment –pupil Pupils involved in setting and Gather pupil views, ensuring Discussion with pupils and friendly SMART outcomes set for monitoring their next steps. these are recorded. school/setting should inform cognition and learning needs future decisions regarding provision. Pupil views are shared and informs next steps this should be occurring through QFT and does not require additional formal plans (e.g SEN Support Plan, PEP, PSP). Consider use of Early Help The early help process is The early help process Team Assessment as this puts the holistic, it enables thinking Around the Family process The early help process child’s voice and lived about wider needs and how embeds child’s voice embeds the family in the experience at the heart of all these may cause or contribute throughout. support. Tools such as My Star to the child’s presenting assess, plan, do, review cycle. and those within Signs of Safety needs. Plans includes the approach enable the child to child’s wider needs. think about and express their wider needs. Working with families Open communications between Family views to be taken into Gather families’ views, Discussion with family and family, pupils and school/setting account when planning and ensuring these are recorded. setting should inform future to ensure working in co- implementing individualized decisions regarding provision. production. approach to teaching and The early help Team Around Explore Early Help Assessment learning. the Family approach creates a The early help process with the family; let them know Holistic Early Help Assessment framework for planning and embeds the family in the how the holistic exploration of enables planning to include review that embeds the child assess, plan, do, review child and family’s strengths and wider child and family needs to needs enhances planning. address causes or contributing and whole-family views process. Whole- family working ensures factors to the presenting throughout, this enables the child, parent/carer, and needs. Whole-family working partnership working with siblings needs are understood ensures parents/carers are family and services. and met. supported, preventing escalation of need. Working with professionals- The school/ setting will engage with on-going CPD to support children with a range of differing needs. This could include: SENCO networks, Communities Inclusion networks, Attachment training, online training etc… The school/ setting will disseminate training throughout school/setting and to relevant colleagues to ensure strategies, knowledge and information is used to improve provision and outcomes for children and young people. School/Setting to be aware of and encourage the early help process with families as a means of exploring and meeting causes and contributing factors to the child’s presenting learning needs, the process enables partnership working with family and other professionals. The Early Help Coordinator team provide information, advice and guidance to professionals on all aspects of early help to include service within local communities through ‘earliest help’. UNIVERSAL PLUS SUPPORT – Whole school/setting culture and ethos Universal Plus is the next stage of support whereby the majority of the Graduated Approach at the Universal stage has not been fully successful. Below in the Universal Plus stage is what should be considered, in addition to that above. In addition to inclusive QFT, some may require time limited intervention programmes and additional support in order to secure effective learning and increase the rate of progress. Assess Plan Do Review School/Setting Provision and The SENCO could be involved in Curriculum planning clearly High quality teaching and learning A wide range of evidence has Resources targeted observations and addresses learning gaps and informed by the assessment and been collated, reviewed once quality assurance measures, barriers. planning undertaken. an intervention has been in across a range of lessons. This could include place and given time to have Interventions in place, should Whole class T & L activities an impact SENCO and/or Class teacher will have clear, assessable SMART would be personalised to have spent one-to-one time with outcomes. These should have an individual needs Evaluation provisions and the student to identified identified review date from the interventions will be used to strengths and barriers to outset. Small group learning with class learning, to enable them to plan inform future planning and teacher in addition to QFT strategies to remove barriers Strategies and interventions may outcomes. more effectively. be recorded through an APDR plan. This does not necessarily lessons e.g. pre-teach, Decision could include:- mean they will require an SEN overlearning Screeners and diagnostic support plan, but may require No further additional assessment may be used to more structured tracking of provision required. further identify barriers to and outcomes and impact of Short term specific provision (Accelerated progress) gaps in learning. provision/strategies. and interventions
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