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Farne Primary School home page

Welcome to

Farne

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

 

  • Staff use a wide range of resources to promote multi-sensory, practical, creative and independent learning. 

  • Tasks are appropriately adapted to ensure all children are able to access and achieve with increasing independence.  

  • Use of materials and resources to ensure learning is multi-sensory and practical and promotes independence.  

  • Additional processing/thinking time for responding to questions, completing tasks, sharing ideas.  

  • Opportunity for pre-teach and reinforcement sessions.  

  • Topic vocabulary is introduced in advance and reinforced throughout.  

  • Additional support in class from the class teacher/teaching assistant.  

  • Small group or 1:1 targeted intervention programmes to improve skills in a variety of areas, e.g. phonics groups, Fresh Start, Wordshark, Precision Teaching. 

  • Staff use the ‘keep up, catch’ up approach to instantly address learning needs. 

  • All classes have access to an SEN Toolkit which has a selection of specialised equipment to support pupils learning and overcome their barriers. 

  • Provision of table top resources to promote independence and ensure that learning is multi-sensory and practical. 

  • We use ICT to reduce barriers to learning where possible.  

  • We promote alternative approaches to capturing and recording work, for example pictorial rather than written. 

  • We use specific strategies and resources to support pupils with dyslexia e.g. word banks to support spelling of key words, Rainbow Arc, reading rulers.  

  • We ensure children who need it are given additional processing/thinking time for responding to questions, completing tasks, sharing ideas  

  • We seek support, advice and training from SENDOS and other outside agencies, including Educational Psychologist, to ensure any barriers to success are fully identified and responded to.  

  • Multi-agency involvement with the family as required  

  • We assess pupils regularly and report progress to parents and staff. 

  • Differentiated and, where applicable, individually personalised homework. 

 

Updated September 2024