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Cognition and Learning

The SEND Code of Practice (June 2014)

Cognition and Learning

6.30. ' 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.'

Identifying SEN in School.

6.17. 'Class and subject teachers, supported by the senior leadership team, should make regular assessments of progress for all pupils. These should seek to identify pupils making less than expected progress given their age and individual 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'

Difficulties in cognition and learning can be identified through:

  • Teacher observation and assessment

  • Cognitive assessment by an Educational Psychologist

Cognitive assessment results should never be used in isolation. The report from the educational psychologist should be used in its totality together with other available information to determine educational provision for the child.

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