Targeted: Cognition and Learning

Attainment and progress
• There is evidence of significant difference in meeting expected milestones for one or more areas of cognition and learning.
• The child may have difficulties with sequencing.
• There is evidence of frequent repetitive play, restricted interests, and extensive difficulties with imaginative play.
• There is evidence that the child has difficulties retaining concepts over time.
• The child may be showing frequent signs of frustration.
• The child may be beginning to lose skills they previously acquired.
• The child may have persistent difficulties in taught skill acquisition (teaching), and the use of these taught skills to access knowledge and application to learning.
• There is evidence of slow progress when assessed against the Development Matters or Birth to Five guidance.

Curriculum Access
• The child may have difficulty taking in information due to inattentiveness.
• The child may have difficulty maintaining focus on an adult-led task.
• The child may have difficulty with the pace of the curriculum and require personalisation and daily adjustments.
• The child may need significant support to follow the daily timetable or routine.
• Planned intervention or support may be needed for times of transition.
• The learner may display persistent difficulty exploring materials and resources; significant adult direction is needed to support joint exploration.

Attainment and Progress
• There is evidence of significant difference in meeting age related expectations for one or more areas of cognition and learning.
• The child may experience low level difficulties with specific aspects of learning e.g., reading, writing, spelling or number.
• The child may have difficulties learning new concepts.
• School-based assessments indicate substantial and persistent difficulties in literacy and/or numeracy attainment despite access to evidence-based intervention through the assess-plan-do-review cycle.
• For children working within the National Curriculum there may be evidence of the following:
Word reading and spelling:
Key Stage 1
➢ Working towards Early Learning Goals
➢ Reading is within pink/red book bands or age equivalent
➢ Writes a few simple words and phrases but is unable to write and read back short sentences

Key Stage 2 (Years 3 and 4)
➢ 50% + gaps in at least one of the phonics phases 2 to 4 (reading and/or spelling)
➢ Difficulties with common words for example, can read and/or spell 30 words or less within first 100 words
➢ Reading Yellow to Gold book bands or below
➢ Difficulty composing and writing simple sentences

Key Stage 2 (Years 5 and 6)
➢ 50% gaps in phonics in at least one of the phonics phases 2-5 (reading and/or spelling)
➢ Can read and/or spell 50 words or less within first 100 words
➢ Reading book bands White to Lime or below
➢ Difficulties composing and writing several sentences at a time

Maths:
Key Stage 1
➢ Working towards Early learning goals in Number
Key Stage 2 (Years 3 and 4)
➢ Working up to KS1 Standards in Maths
➢ Indicators of processing speed or memory difficulties using school-based checklists
Key Stage 2 (Years 5 and 6)
➢ Working towards or at lower KS2 expected standards in Maths

Curriculum Access
• The child may have difficulty taking in information due to attention and concentration difficulties.
• The child may have difficulties understanding and/or remembering instructions.
• The child may be unable to sustain focussed and active engagement with a stimulus or task for learning to occur.
• Indicators of co-occurring difficulties with phonological processing, verbal short-term memory and processing speed are apparent in school-based assessments/checklists and ongoing reasonable adjustments are embedded within daily practice.
• The child may have problems with understanding ideas, concepts and logical thought which limits access to the curriculum.
• The child may have other difficulties with attention, working memory, information processing, organisation, and independence.
• The child may also have difficulties with sequencing, visual and/or auditory perception, coordination, concentration or phonological or short-term memory.
• Progress is slower than peers and ongoing personalised additional support, planned by the subject teacher, is required to ensure progress and/or access to the curriculum

Attainment and Progress
• There is evidence of significant difference in meeting expected milestones for one or more areas of cognition and learning.
• The young person may experience low level difficulties with specific aspects of learning, for example, reading, writing, spelling, numbers.
• The young person may have difficulties learning new concepts.
• School-based assessments indicate substantial and persistent difficulties in literacy and/or numeracy attainment despite access to evidence-based intervention through the assess-plan-do-review cycle.

The young person may show evidence of some of the following:

Word reading and spelling KS3 and 4:
➢ Substantial gaps in phonic development and reading and spelling of common words which impact on independent reading and writing
➢ Extensive difficulties in structuring and recording ideas for writing in short paragraphs

Number Key Stage 3 Maths KS3 and 4:
➢ Significant gaps in maths knowledge (Securing objectives on lower KS2 maths curriculum)
➢ Indicators of processing speed or memory difficulties using school-based checklists Key Stage 4
➢ Significant gaps in maths knowledge Securing objectives on upper KS2/Year 7 maths curriculum
➢ Indicators of processing speed or memory difficulties using school-based checklists

Curriculum Access
• The young person may have difficulty taking in information due to attention and concentration difficulties.
• The young person is unable to sustain focussed and active engagement with a stimulus or task for learning to occur.
• The young person may have problems with understanding ideas, concepts and logical thought which limits access to the curriculum.
• The young person may have other difficulties for example, attention, working memory, information processing, organisation, and independence.
• The young person may also have difficulties with sequencing, visual and/or auditory perception, coordination, concentration or phonological or short-term memory.
• Progress is slower than peers and ongoing personalised additional support, planned by the subject teacher, is required to ensure progress and/or access to the curriculum.
• The young person may have difficulties understanding and/or remembering instructions.
• Indicators of co-occurring difficulties with phonological processing, verbal short-term memory and processing speed are apparent in school-based assessments/checklists and ongoing reasonable adjustments are already put in place by the school as part of Inclusive High-Quality Teaching.