What is meant by Cognition and Learning?
The SEND code of practice: 0 to 25 years – GOV.UK (www.gov.uk) defines cognition and learning needs as:
“Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation”
School curriculum is developed and adapted to ensure the effective inclusion, achievement and progression of children and young people with cognition and learning needs.
High quality teaching, adapted for individual pupils through additional intervention and support, is the first step in responding to pupils who have or may have cognition and learning needs. Schools regularly and carefully review the quality of teaching for all pupils, including those at risk of underachievement.
This includes reviewing and, where necessary, improving teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEN most frequently encountered. Further reading and links to detailed information, websites, documents and reports can be found here.
Further reading and links to detailed information, websites, documents and reports
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Additionally, the Inclusive Good Practice Guides to Plymouth Inclusive Local Offer outline the expectations of mainstream schools, early years settings and wider partners to fulfil their duty by offering a fully inclusive and adaptable learning environment as a universal commitment to all pupils, in advance of targeted planning through the graduated approach.
These guides have been created to support all practitioners, including leaders, practitioners, teachers, support staff and other professionals to maximise their offer in collaboration with children, young people and their families.
