Universal +: Cognition and Learning

Attainment and Progress
• There is evidence of difference in meeting expected milestones for one or more areas of cognition and learning.
• 0 to two years health check - concerns may have been raised.
• For children whose home language is English, the child has some difficulty in acquiring language and/or other early developmental skills.
• The learner may have limited schemas to organise knowledge through exploratory play.
• There is some evidence of repetitive play, restricted interests, and limited imaginative play.

Curriculum Access

• The child may have a shorter attention span than typically developing children of the same age during a chosen activity. Typical attention:

➢ 2 years old: four to six minutes
➢ 3 years old: five to seven minutes
➢ 4 years old: eight to twelve minutes

• The child may need support to follow instructions.

Attainment and Progress
• There is evidence of difference in meeting age related expectations for one or more areas of cognition and learning despite Inclusive High-Quality Teaching.
• Progress may be slower in specific areas of learning and development, for example, spelling compared to other children in their year group, but they can still demonstrate their understanding with appropriately scaffolded teaching.
• The child may be slower to use, retain and apply everyday concepts than age equivalent peers, necessitating regular over learning and consolidation.
• The child may have difficulties with reading comprehension, understanding mathematical language and concepts, getting ideas for writing and using appropriate sentence structures.

Curriculum Access
• The child may be developing coping strategies such as copying work/following peers for prompts.
• The child may experience some difficulties with the pace of curriculum delivery and require pre-teaching and consolidation of learning.
• The child may require use of multi-sensory activities in key skills to reinforce learning and provide meaningful experiences.
• The child may have some difficulties with maintaining attention.

Attainment and Progress
• There is evidence of difference in meeting age related expectations for one or more areas of cognition and learning despite Inclusive High-Quality Teaching.
• Progress may be slower in specific areas of learning and development, for example, spelling, compared to other pupils in their year group but they can still demonstrate their understanding with appropriately scaffolded teaching.
• The young person may be slower to use, retain and apply everyday concepts than age equivalent peers, necessitating regular over learning and consolidation.
• The young person may have difficulties with reading comprehension, understanding mathematical language and concepts, getting ideas for writing and using appropriate sentence structures.

Curriculum Access
• The young person may be developing coping strategies such as copying work/following peers for prompts.
• The young person may experience some difficulties with the pace of curriculum delivery and require pre-teaching and consolidation of learning.
• The young person may require use of multi-sensory activities in key skills to reinforce learning and provide meaningful experiences.
• The child may have some difficulties with maintaining attention.