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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


  • All staff have received training and use the Newcastle Mainstream Guidance in supporting the needs of all pupils with cognition and learning difficulties.
  • 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 SEND OS (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 2022