Learning Support (C&L)

Learning Support (C&L)


Cognition and Learning is an area of SEND within the Social Communication Interaction and Learning Team (SCIL Team), alongside; Early Years, Autism and Social, Emotional and Mental Health.

To obtain support from the Social Communictaion Interaction and Learning Team (SCIL Team) follow this link:



The SCIL specialist teaching team have suggested some resources and activities to support children and young people with Special Educational Needs in the home and for reintegration back into school after the Coronavirus outbreak.

These resources are specifically designed to support children with Cognition and Learning needs.

The resources are organised into the following categories:



Phonological Awareness

Alphabet questions

Alphabet fans

Think of a word game


Ready Steady Talk - Activity Books


Activities to develop Phonological Awareness

General ideas for phonics and whole word teaching

 Sound Discrimination Games





Games and activities to help pupils learn to read

and spell common exception words

General Ideas for phonics and whole word teaching

Caterpillar game for pink words

Sweet shop game for red words

Under the sea game for yellow words

Treasure game for blue words

Snakes and Ladders 





Teach Spelling Strategies


Games and activities to help pupils learn to read

and spell common exception words

Multi-sensory spelling activities

Spelling High Frequency Words



Handwriting and Fine Motor Skills

Motor Skill Activities for parents

Ten top tips for pupils with motor skill difficulties

Developing Handwriting Skills

Activities to develop finger strength

More links to handwriting and IT Support - https://bso.bradford.gov.uk/content/physical-and-medical-team

On the Physical and Medical Team page scroll down to - Advice sheets for home learning



Counting resources

Number bonds to 10

6 Games for pupils with dyscalculia 


Maths ideas with playing cards and dice

Games to play with a pack of playing cards

Top tips for number

Ideas to teach early maths skills

Lego maths challenge cards





A journey to remember 

Ideas for improving memory


Memory games ideas

What can you remember game

Show the pictures for a minute and see how many items your

child can remember.

Sofa memory game

You will need to print out 2 copies of each sheet.

Cut out the sofa and cushions, take it in turns to put different cushions

on the sofa and see whether your partner can replicate your pattern.

10 top tips for pupils with working memory difficulties

Ways to help children with working memory difficulties




Free Access to Clicker and Widget

 Free access to Widget Back to School Pack

Phonological awareness websites

I-Pad apps to support learning

Useful websites for maths KS2, KS3 & KS4 

A web page full of resources


Help kidz learn - Home access link


Books Beyond Words - Coping with Coronavirus


Free picture stories and illustrated guides to support people with learning disabilities and autism through the coronavirus pandemic.




A Toolkit with lots of resources to support children with SLCN



What are Cognition and Learning Needs?

Many people have cognition and learning needs which can affect their ability to access an age appropriate curriculum and also affect their ability to function on a day to day basis without carefully planned additional support and provision. These difficulties will present themselves differently according to each individual. Cognition and learning specialists offer advice and assessments for pupils with a broad spectrum of needs such as Speech, Language and Communication Needs, Specific Learning Difficulties including dyslexia and dyscalculia, Moderate Learning Difficulties, EAL with SEN or Complex Needs to enable them to develop and become more independent learners


What is Dyslexia?

imply it is a difficulty learning to read and write despite appropriate teaching.  The difficulties are often referred to as UNEXPECTED because pupils tend to present with an uneven profile of strengths and weaknesses.   As an authority we adopt the Rose Report and British Dyslexia Association (BDA) definitions of Dyslexia.

The 2009 Rose Report defintion.

Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling.

  • Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed.
  • Dyslexia occurs across the range of intellectual abilities.
  • It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points.
  • Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia.

A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention.

For further information on the Rose Review, you can access the Rose Report here


The BDA has also adopted the Rose Report's definition but added the additional paragraph below:

In addition to these characteristics, the BDA acknowledges the visual and auditory processing difficulties that some individuals with dyslexia can experience, and points out that dyslexic readers can show a combination of abilities and difficulties that affect the learning process.  Some also have strengths in other areas, such as design, problem solving, creative skills, interactive skills and oral skills.

Advice Sheets

Below are some advice sheets which can help your child/pupil if they have difficulties with reading, spelling, memory and handwriting

How to support reading difficulties

How to support spelling difficulties

How to support working memory difficulties

Indicators of Dyslexia

Supporting pupils in the classroom

Text-to-Speech Software

Developing Handwriting Skills



 Teachers - What to do if you feel you have a pupil who is dyslexic

  • Look at levels and progress.
  • Investigate and monitor any interventions that have been put in place to assess how effective they have been.
  • Use the checklist to identify any indicators of Dyslexia.
  • Refer to the Matrix of Need to inform appropriate provision.
  • If necessary carry out a Dyslexia Screener, e.g. GL Assessments, Lucid COP etc...
  • Following the outcome of the screener schools can, if appropriate, request further advice and support through our Hubs or by making a pupil referral
  • The Cognition and Learning teachers will be happy to give advice at any point in this process.

Useful Websites

British Dyslexia Association

Leeds and Bradford Dyslexia Association

Made By Dyslexia


Useful Resources

TextHelp Read/Write Gold


Clicker 7


Motor Skills -Tips for parents

Motor Skills - Activities for parents to use with children




Page owned by Fiona Whitaker, last updated on 13/01/2021. This page has been viewed 6,521 times.