Cognition and Learning

Your child learns at a slower pace than others their age, has difficulty in understanding parts of the curriculum, has difficulties with organisation and memory skills, or has a specific difficulty affecting one particular part of their learning performance such as in literacy or numeracy.

Support for cognition and learning difficulties may be required when children and young people (CYP) learn at a slower pace than their peers, even with appropriate differentiation.

Cognition and learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD) and severe learning difficulties (SLD), where CYP 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 CYP are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.

It also covers specific learning difficulties (SpLD). SpLD can affect one or more specific aspects of learning. It encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia (known as Developmental Coordination Disorder).

All the specialist teachers from the Cognition and Learning Team provide advice, support and training to those who deliver education and training to children and young people with Cognition and Learning Difficulties in the 0 to 25 years age range.

This advice and support includes working with school/setting staff teams to enable the development of their own provision through

  • modelling assessments,
  • signposting to appropriate resources and evidence based interventions,
  • carrying out further assessment of the child or young person’s specific needs and strengths
  • curriculum differentiation and personalised learning;
  • modification and structuring of the learning environment and differentiation of the curriculum;
  • the physical, emotional, behavioural and educational implications of specific learning difficulties;
  • professional development for mainstream staff, including accredited training;
  • minor adaptations, specialist equipment and alternative ways of addressing the needs of young people with specific learning difficulties;
  • a person-centred approach to managing transitions.

They will liaise directly with parents to share information about their child or young person.

The specialist teachers from Cognition and Learning also work effectively in partnership other professionals, such as specialist teachers from other teams, educational psychologists and health professionals. Schools can make referrals to the cognition and learning team and are able to purchase training through North Yorkshire Education Services.

Useful documents

Primary Schools

Appendix 1 - RECOGNITION

At a Glance Pupil Profile

Appendix 2 - ASSESSMENT

At a Glance Pupil Profile

Appendix 3 - ADJUSTMENTS TO PROVISION

Precision Teaching

Appendix 4 - MEASURE & REVIEW

Pupil Provision Review

The Progression Pyramid

High Quality Quality First Teaching

 

Secondary Schools

Appendix 1 - RECOGNITION

At a Glance Pupil Profile

Appendix 2 - ASSESSMENT

At a Glance Pupil Profile

Appendix 3 - ADJUSTMENTS TO PROVISION

Precision Teaching

Appendix 4 - MEASURE & REVIEW

Pupil Provision Review

The Progression Pyramid

High Quality Quality First Teaching