Welcome to Cognition and Learning

Welcome to Cognition and Learning

 

Our Team provide quality advice and training tailored to the needs of individual schools and pupils.  We all have many years teaching experience and additional qualifications in a wide variety of special educational needs. 

For more information and advice click on the links below:

 

 

                                                   

 

 


Contact List 


Head of LD Team and Contact:    Nicola Robinson
   
Deputy Head  
   
 Specialist Teachers  Beth Roberts   (Service Inset Coordinator)
   Catherine Pass  (Lead on SLCN)
   Fiona Whitaker
   Caroline Howarth  
   Paula Derry
   Peter Jewitt
   Nicola Gaunt
   Judith Curran
   Judith Cunningham
   Malgorzata Lewalski
  Jane Leatherdale
   
   
 Perpatetic Inclusion Mentor (PIM)    Margaret Whitham
   
   
Administrator  Anna Chatburn

 

 

Department of Children's Services
SEND Support Services

Cognition and Learning Team
Future House
Bolling Road
Bradford
BD4 7EB

 Tel: 01274 385833  

 


About Us


Client Group

The C&L team provide an assessment, advisory and support service for pupils with Learning Difficulties, Speech Language and Communication Needs and Specific Learning Difficulties in mainstream schools. At present within the age range 5-19years.

Range of Services

The C&L team can offer advice and assessment for a variety of learning difficulties both general and specific, and some medically diagnosed conditions such as Down syndrome.  We also support children with speech, language and communication difficulties although we must point out that we are not speech therapists and not a substitute for a speech therapy referral if this is appropriate.

Who do we work with?

We are a service to schools and meet with parents, school staff and other professionals in order to support pupils to the best of our ability. School staff have the responsibility to prioritise the children that we work with and this work may take the form of observation, assessment, advice on school assessment results and for children at Range 4, 1-1 teaching where necessary. Staff training is also available, see relevant information on BSO.

Our remit is to work with children at Range 4 of the LEA ranges model and also children at Range 3 who may be considered for statutory assessment. We are available to give informal advice to school staff for children at lower ranges but provision for these children lies with the school.

Access to our service.

Our service can be accessed by children who are 5 years of age and above, who attend a mainstream Bradford school. This includes children with a statement of SEN or an EHC plan where LSS is specified in their provision.

There is no referral form to complete, children are allocated support from our team after discussion between the SENCo and Link Teacher. Once this is established a data collection sheet will be completed by the Link Teacher to place a child on the caseload. However we will require a copy of written parental consent.

Schools need to demonstrate that they have provided a graduated response to a child’s educational needs in order to access our assessment provision at Range 3. Full details of how this may be done, is contained in our Range Descriptors to be found on BSO. The C&L Baseline Assessment is a fundamental part of the graduated response, details on BSO

 

The range of services we offer are listed below. Wherever possible, training is delivered centrally, in order to make optimum use of time and resources.
• Once the school have provided evidence of a graduated response, further assessment of pupils’ strengths and weaknesses in order to identify a learning difficulty, or, if a learning difficulty is already understood by schools, advice and recommendations to enable pupils to progress.
• Support to schools to develop and manage provision for SEN within their schools.
• Locality training for SENCOs and TAs as advertised, including Multi Sensory Interventions, Thinking Skills, Motor Co-ordination Difficulties, Reading interventions etc
• Specific  speech, language and communication training (ELKLAN) for TAs and whole school” Communication Friendly Accreditation”
• Time limited teaching from Specialist Practitioners for targeted children using multi sensory methodologies. Schools must provide a suitable staff member to shadow these sessions in order to continue the child’s provision
• ICT assessments as appropriate
• Support to implement the current SEN legislation
• Liaison with parents and carers, through school
• Schools are allocated a LINK Teacher
• School and the Link Teacher will decide the priorities for support

 


Baseline Assessment Tools


Baseline Assessment to Inform Future Planning and Target Setting (Primary)

Baseline Assessment to Inform Future Planning and Target Setting (Secondary)

Baseline Record Sheets (Primary)

Baseline Record Sheets (Secondary)

Consent Letter to Parents



Dyslexia


 

Dyslexia is part of the spectrum of specific learning difficulties. When you suspect a pupil of having a specific difficulty such as dyslexia you tend to see a spiky profile with weaknesses in the acquisition of literacy skills. Not all children who present with literacy difficulties have a spiky profile but may have clusters of difficulties associated with dyslexia.

Defining dyslexia still remains a contentious issue due to the nature of the difficulties and the fact that no two pupils with dyslexia present with the same difficulties.  The Learning Difficulties Team use Gavin Reid’s definition who is a well respected expert in the field.

"Dyslexia is a processing difference, often characterised by difficulties in literacy acquisition affecting reading, writing and spelling.  It can also have an impact on cognitive processes such as memory, speed of processing, time management and automaticity.  There may be visual and/or phonological difficulties and there are usually some discrepancies in educational performances.

There will be individual differences and individual variation and it is therefore important to consider learning styles and the learning and work context when planning intervention and accommodations."

(Reid G, 2009,  Dyslexia A Practitioners Handbook.  John Wiley and Sons Ltd)

What Our Team Offers.

Within our team there is a core of highly qualified and experienced specialist teachers who can assess, diagnose and teach children with dyslexia.  In addition we have specialist inclusion mentors who can deliver individualised bespoke programmes to children with a range of literacy difficulties.

Before you refer a pupil for a dyslexia assessment, please follow the steps outlined in the attached information sheet below:

Dyslexia Guidance for Schools

 


Motor Skills 


 

Children with motor coordination difficulties appear inattentive, often off task and clumsy. They tend to surprise us in the classroom as they are often very able verbally but they fail to make the progress we expect of them. These children tend to puzzle and frustrate us. They can be withdrawn and poorly behaved in the classroom. It is often not their physical difficulties that we notice but their very poor fine motor skills and a dislike of putting pencil to paper at all.
 

It is important to identify these children as early as possible. The longer we wait the more damage may be done to their self esteem and progress in school. Sadly many of these children will be excluded as their frustration and behaviour deteriorate particularly when asked to write.                                                                                                      

 

What Are Motor Coordination Difficulties

Essentially and simply it is an immaturity in the physical development of a child. A child gains motor control from the head downwards to toes and from the midline out to hands and fingers. A child with motor difficulties will have reached physical milestones such as sitting independently late.

Children and babies learn by taking in information through their senses, making sense of it and responding to it. For this to happen successfully their senses need to work together and provide accurate information from the environment. The following senses need to work together effectively to allow us experience, interpret and respond appropriately to stimuli in our environment. 

For more information click on these links.

 

The ability to bring all the information from our senses together is called perception. Children with motor coordination difficulties struggle with this because:

  • information is relayed very slowly through the nervous system to the brain and some of it is lost
  • faulty information is transmitted from their senses
  • they have difficulty making sense of the incoming information.

The Big Issue

The numbers of children of children with some element of motor skills difficulty is increasing greatly. The majority of these children will never meet the criteria for any formal recognition of their difficulties. If referred on to health, parents are very likely to be told that their physical skills are well within normal limits and no intervention will be forthcoming. Yet for these children their progress in school is greatly compromised by their difficulties and without intervention to correct the problem they will fail in school. It is for these children who do not meet the criteria for a diagnosis that we have developed this website.

I recently screened a Year 1 class in quite an affluent area. Out of 28 children, they all had some level of difficulty.

The following profile sheets will I hope help us to develop an awareness of who these children are. They are not tick lists and we do not have to enter lots of ticks for us to look further at their needs. Any ticks should alert us to the possibility of a problem and through discussion with parents and a very simple screening we should be able to identify children who need intervention. I would also recommend a routine whole class screening of all children in the Foundation Stage. The earlier we start the better chance we have of stopping difficulties developing further.

Click on the links below for motor skills assessment sheets.

                                                                   

 

Why The Increase in Numbers

As soon as they are born children begin to interact with their environment. They explore with their limbs and senses and are naturally inquisitive. This is how children begin to learn. They integrate information from all of their senses and through play children practise and perfect movements. Through this they develop purposeful connections in their brain which underpin all learning. Motor development influences social, emotional and intellectual development. Unless children are given adequate opportunities to develop and refine their motor skills then they will not be ready to successfully undertake the more formal learning provided in school.

There are no known causes of motor coordination difficulties, but links have been made to the following.

Click on the links below for more details.

       

 

For more motor skills advice click on the links below
                                                                                                 

                                      


Dyscalculia 


 Developmental Dyscalculia was defined by the Department for Education and Skills (2001) as:

 “A condition that affects the ability to acquire arithmetical skills. Dyscalculic learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures. Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence.”

 Indicators of Dyscalculia are: 

  • Difficulties understanding concepts of number and place value
  • Difficulties estimating quantity
  • Difficulties with money
  • Difficulties remembering sequences
  • Difficulties with telling the time

To support children with dyscalculic difficulties, it is important to identify their mathematical understanding and establish their misconceptions. This information should then inform personalised objectives to be incorporated into their daily teaching.   Teaching strategies should incorporate lots of over- learning, be cumulative and highly multi-sensory. 

What our team offers

Our team can assess pupils for Dyscalculia and provide you with advice and support to create and deliver bespoke programmes.  In addition we can provide training for teachers and support staff about identifying and supporting pupils with Dyscalculia. 

For further information about training and assessment, please contact your link teacher from the Learning Difficulties Team.

Below are some games and resources you may find useful.

Maths Ten Top Tips

Maths Ideas with Playing Cards and Dice

Maths Games to Play with a Pack of Cards

Rhyme to learn number bonds

Addacus: This is a structured programme that can be delivered on a one-to-one basis or in small groups. Follow the link for more information. If you require training using the Addacus programme, please contact your link teacher.

Numicon Programmes: These are resources that can be incorporated into maths teaching or used as an individual programme. Follow the link for more information

The Dyscalculia Toolkit by Ronit Bird: This is a tool kit with practical activities to teach key mathematical concepts.

Plus 1 and the Power of 2:  These books teach early maths skills and may be used as part of an individualised programme.

Dynamo Maths:  This is an online programme programme designed for pupils with dyscalculia or maths difficulties.

Catch-Up Numeracy: Teaching Assistants need to be trained to deliver this course.  The programme is a structured approach to teaching key number concepts.  Contact Nicola Robinson, Beth Roberts or Nicola Gaunt for more information about this programme. 

 

  


Quality First Teaching 



Down Syndrome


Top Ten Tips for teaching pupils with Down Syndrome

See and Learn - This a range of resources to support children with Down Syndrome in the development of language, reading, memory and number skills

Down Syndrome Education International

Down Syndrome Training

 

 


Exam Access Arrangements 


A number of access arrangements can be put in place for candidates with special educational needs, disabilities or temporary injuries so they can access assessments.  The aim is to remove any disadvantage caused by their disability without affecting the integrity of the test.  For example: a pupil with Dyslexia may require a reader and a scribe to demonstrate his or her skill in History. 

Secondary Schools (Access Arrangements for GCE and Vocational Qualifications 

For GCE and vocational qualifications the regulations regarding exam access arrangements are up-dated every year. Below is a downloadable version of the access arrangements for 2014/2015.

Assessment for exam access arrangements in secondary schools needs to be carried out by a suitably qualified person.  Details regarding this can be found in the regulations below.  If you do not have a suitably qualified person in your school, members of the Cognition and Learning Team can provide this service.  Please contact your link teacher for details.

Schools need to have an effective screening process in place from Year 7.  This will enable schools to identify pupils’ needs early and ensure that any additional support is part of their normal way of working.   Assessment for exam access arrangements should take place towards the end of year 9 as most arrangements last for 26 months.

The Cognition and Learning Team have put together a day's training package on exam access arrangments. The dates are 22/01/2015 and 29/01/2015. Please refer to Q1 Brochure for details.

Regulations for Exam Access Arrangements 2014/2015
 Follow the link for Access Arrangement Forms on the JCQ Website     
New information about arrangements for Dyslexic pupils/pupils with reading difficulties including details about the use of computer readers which can now be used in English reading papers
 NEW Form 8 - this is the form to be completed by the school and the specialist assessor - Section C is completed by the assessor.  It provides a profile of the pupil's learning difficulties (schools can create their own form but need to include all the information on the Form 8)

Form 8A - this form is to record details and qualifications of the school's assessor

  

Primary Schools (Access Arrangements for Key Stage 2 SATS)

In primary schools, pupils taking Key Stage 2 SATs can have special arrangements in place which reflect their needs and normal way of working.  Schools only have to make an application for: 

  • Additional Time – information about the criteria can be found below
  • Early Opening of Papers for Modifications
  • Compensatory Marks
  • Special Consideration

Applications should be made via the Access Arrangement section on the NCA Tools website (opens 2nd Feb)

Key Dates for  2015
Monday 2nd February 'Access arrangements’ section of NCA tools opens for applications for additional time, early opening and compensatory marks
Monday 2nd March Deadline for schools to submit applications for early opening and compensatory marks.
Monday 13th April Deadline for schools to submit applications for additional time.
Friday 15th May ‘Access arrangements’ section of NCA tools opens for applications for special consideration.
Friday 22nd May Deadline for schools to submit special consideration applications.

 

Link to all key dates relating to SAT's Assessments 2015

All other arrangements such as a reader, a scribe, a transcript or using a word-processor may be provided if the pupil meets the criteria but no formal application is required.  However, for scribes, transcripts, word processors and technical/electrical aids schools must notify the NCA using forms downloadable from NCA Tools website. For more information follow the links below.

Please note that if a child has a Statement of Special Educational Needs additional time of up to 25% can be provided, at the school’s discretion, without an application.  

Types of access arrangement
Department of Education's website: Access Arrangements at Key Stage 2 SATs
Frequently Asked Questions regarding access arrangements for Key Stage 2 SATs
Information about Readers
Information about Scribes
Information about using a Word Processor
Information about the evidence required for extra-time
Suggestions of tests that can be used to gain evidence for Section A (extra-time)

 


Resources 


Precision Teaching Resources

How to use the Multi-Probe for Precision Teaching

The Multi-Probe

Maths Resources

Ten Top Tips for Maths

Maths Ideas with Playing Cards and Dice

Maths Games to Play with a Pack of Cards

Rhyme to teach number bonds to 10

Literacy Resources

Tips for Reading at Home (a resource to give to parents)

20-20 Resources

20-20 Reading Cue Cards

Writing Book

Working Memory Resources

Strategies to support children with working memory difficulties (primary)

Strategies to support pupils with working memory difficulties (secondary)

ICT Resources

Clicker 6 Tips


Training


Q1 Brochure 

20-20 Reading Training  Information  - please contact your link teacher for more details

Alphabet ARC Training Information - please contact your link teacher for more details

SENCO Induction Training - see Q1 Brochure for details

Using Multi-Sensory Interventions to Support Children's Literacy - see Q1 Brochure for details

Chatterbox Trainining - please contact your link teacher for more details

Thinking Skills - please contact your link teacher for more details

Motor Skills - please contact your link teacher for more details

 
 

 

 


 

 

 


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