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Primary School

Cognition and Learning Needs

  • Moderate Learning Difficulties (MLD)
  • Specific Learning Difficulties (SpLD) – dyslexia, dyscalculia, dyspraxia


Type of support/provision made at Farne Primary School


  • The Universally Available Guidance  Provision for Early Years; 

    Universally Available Provision to Supporting children and young people who have additional needs in mainstream schools and SEND Level Descriptors are used by staff in supporting the needs of all pupils with their additional needs.

  • Staff support access to the curriculum and to develop the skills for independent learning e.g. through changes to classroom environments, use of IT, support staff, specific interventions etc.
  • Staff use a wide range of resources to promote multi-sensory, practical, creative and independent learning.
  • Staff seek specialists advice and the expertise from SENDOS (Special Educational Needs & Disabilities Outreach Service) to ensure the needs of children are clearly identified.
  • Additional processing/thinking time for responding to questions, completing tasks, sharing ideas.
  • Staff assess pupils for access arrangements for SATs testing and provide appropriate arrangements.
  • Differentiated curriculum, concrete apparatus, visual prompts and other are used to enable pupils to make progress.
  • Strategies to promote and develop literacy and mathematical skills with increasing independence.
  • Small group differentiated daily phonics using Read Write Inc is used within Early Years and Key Stage 1.
  • Within KS2 we use the Fresh Start Intervention to target reading and writing skills for children who have fallen below age related expectations.
  • Staff operate a Keep Up, Catch Up strategy this targets specific areas of learning which children may find difficult initially and need further support to consolidate their learning. 
  • Small group or 1:1 targeted intervention programmes are delivered to pupils to improve reading, writing and maths skills.
  • Along with first quality teaching and interventions we also use IT based programmes used to reduce barriers to learning where possible.
  • Use of support materials and resources such as Numicon or other concrete apparatus.
  • Provision of table top resources to promote independence and ensure that learning is multi-sensory and practical.
  • Strategies and resources to support dyslexic pupils eg. coloured overlays for reading, word banks to support spelling of key words.
  • Within each class, we have an SEND Toolkit with specialised equipment to ensure children can overcome their barriers to learning. 


Updated September 2023