Cognition & Learning SRP
The aim of the Cognition and Learning aspect of the SRP is to, (as well as appropriately fully include and support any child with Cognition and Learning needs throughout every aspect of school life), additionally:
- promote their independence skills and self-advocacy,
- provide them with additional and alternative learning experiences appropriate to their needs,
- enable access to specialist input from a Cognition and Learning Specialist Teacher, Occupational Therapy and Speech and Language Therapy, according to their individual needs identified on their EHCP.
- Provide supported mainstream experiences and independent mainstream experiences also.
How do we determine whether a pupil should be in class or not in class?
Pupils should be in class as much as is possible for their level of need.
If, with appropriate adaptation and support developed through collaborative planning and discussion, the pupils can access the learning taking place in the classroom then this is the best place for them to be in order to benefit from quality first teaching and a shared input. This is beneficial for both the pupils and the supporting adults, who then have the knowledge to support them effectively.
If the learning taking place in the classroom would not benefit to the pupil, it may be more suitable for them to be out of class, so they are accessing learning and alternative therapies that are relevant to them.
There needs to be room for flexibility in this determination so that the needs of the pupil are best met. This may mean pupils are in class for part of a lesson for exposure to the curriculum and out of class for consolidation or recapping of learning.
The decision needs to be made collaboratively and on an ongoing basis by the people who best know the pupils. The voice of the child should also be part of that decision.
The pupils should know that they are a valued and integral member of their core class rather than existing as a sub-group alongside the class.
Support available
We have a very experienced team of qualified and well-trained teaching assistants, who meet the needs of the pupils and support them to reach their full potential. Their work is planned by the class teacher in conjunction with the Cognition and Learning Specialist Teacher, as well as health professionals, including Speech and Language Therapists and Occupational Therapists, all in accordance with the Outcomes and Targets on their Education Health Care Plan.
These professionals, both medical and educational, also provide training and advice for school staff.
The Teaching Assistants, under the direction of Class Teachers and the Cognition and Learning Specialist Teacher, follow the programmes set by these professionals within school to ensure the very best outcomes for the children they support.
A range of approaches to promote communication are used at Reculver C.E. Primary School including PECS, Makaton, BSL, Visual cues, Communication Books, Speech Link, Language Link, and Language for Learning.
Staff at Reculver C.E. Primary School work closely together to differentiate, adapt the curriculum and create bespoke interventions to ensure inclusion of all children.
The Cognition and Learning Specialist Teacher is employed for three days each week at Reculver CEP.
A qualified Speech Therapist is employed by the Multi Academy Trust to supplement the provision available from the NHS Speech and Language Therapy service.
There is also an Educational Therapist Employed by the Multi Academy Trust.
Evidencing Progress
We are currently able to assess a pupil’s individual progress by breaking down the curriculum in small manageable steps using B-Squared Small Steps. Since 2018 we have migrated to the B-Squared system linked to the current curriculum, to evidence small step progress across the curriculum for those pupils for whom we are not able to evidence age-appropriate progress.
The Engagement Model framework for observations is also used to evidence progress for those pupils who are not yet able to evidence progress using B Squared. The Engagement Model consists of the following 5 areas:
- Exploration
- Realisation
- Anticipation
- Persistence
- Initiation
Resources and spaces
There are a wide range of resources available to meet the needs of each pupil. Resources include a Safe Space, “The Ark” – a room that is fully equipped with a range of resources and developmental activities to promote learning through multi-sensory activities, fine and gross motor skills, life skills, proprioception and sensory processing activities. “The Haven” accommodates a fully equipped, accessible kitchen, including seating around a farmhouse style table facilitating the development of Life Skills as one of its purposes. Two therapy pods provide a quiet, small, uncluttered space for focussed work with one or two pupils and one adult. These are particularly useful for work on individual Speech and Language targets. A Care Suite is on site including a hoist, changing bed, shower and height adjustable sink.
Pupils have access to a range of technology including laptops with Clicker 8 software and IPads to promote and engage in learning experiences.
