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.
6.31 Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
Cognition and Learning Needs (C&L)
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.
6.31 Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
Our Lead Advisory Teachers each specialise in one of the areas of need identified in the SEND Code of Practice and lead on that area for ATS. This ensures that ATS can offer specific advice and support for SENCOs and staff on setting suitable outcomes following a plan, do, review approach (Gloucestershire Graduated Pathway).
Our C&L lead is Rosalyn Rees, who also leads our Gloucester ATS Team.
C&L refers to children and young people who have needs related to:
• persistent difficulties in acquiring literacy and numeracy skills
• specific learning difficulties (including those with a formal diagnosis of Dyslexia)
• moderate or complex learning difficulties (including Down’s Syndrome)
• learning needs related to difficulties with memory and retention of information
• a high level of difficulty accessing learning activities due to social and emotional needs (often linked to underlying C&L needs)
We are able to:
- Provide support to assess the impact of cognition and learning differences on a pupil’s access to the curriculum
- Provide advice and support to SENCOs and staff in terms of adaptations in the classroom, to ensure that children and young people have their individual needs met through High-Quality Teaching
- Support transitions based on individual needs between classes, key stages and settings: taking account of existing good practice and successful strategies
- Support children and young people who are returning to mainstream settings from Alternative Provision schools
- Work together with staff and provide advice regarding how to plan reasonable adjustments and appropriately adapted teaching
- Signpost resources, organisations and services which can be used to develop individualised approaches (Please visit our specialist resources pages, using the following link: Cognition and Learning Needs (C&L)
- Support the school in preparation for team around the child/family meetings and contribute to EHCP Annual Reviews
- Contribute to a multi-agency assessment of a child’s needs
- Provide staff training (online or face to face) to cover a number of areas related to C&L including our own ATS flagship Autism training. Sessions can be tailored to the needs of the setting. Bookable via GCCPlus).