Cognition and Learning
- Students may have difficulties in learning to read, spell and construct sentences.
- Students may have difficulty with numeracy.
- Students may find it hard to process and retain new information (short or long term memory difficulties).
- Students may have a specific learning difficulty (dyslexia, dyscalculia).
- Students may learn at a significantly slower rate than others.
Students have access to the Cognition and Learning Hub, which is downstairs in the main building. It is available to students throughout the school day. It is led by a HLTA and a team of TAs. They are the experts in Cognition and Learning support, championing the needs of these students throughout the school. Students can access the Hub to borrow assistive technology, such as laptops or reader pens, when they need a reader or a scribe or as a safe space when they need time to self-regulate. The staff in the Hub run a specific program of interventions
Dyslexia is defined as:
- 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.
- 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.
You can find out more by visiting the British Dyslexia Association website.
The programme is aimed at increasing reading and spelling using high frequency words. These words are grouped by selecting those that visually look different to each other.
The programme addresses the gaps in phonics knowledge by drawing students’ attention to the make-up of words as they break up the target word.
TOE by TOE
‘In very simple terms, Toe By Toe gives people with reading difficulties the ability to read’ is the statement according to their website.
Toe By Toe is a decoding book; it is widely recognized that the inability to ‘decode’ text is the main barrier to fluent reading. Students who struggle to read fluently have difficulty in reading unfamiliar words confidently and accurately. Toe by Toe enables students learn to convert letters (or groups of letters – words) into the appropriate sounds.
Memory Fix Intervention
Many students diagnosed with dyslexia or identified as having dyslexic traits have difficulties with their memory and retention of information.
Memory Fix is a collection of short, focused activities, which addresses a specific aspect of memory. The programme helps students to develop strategies to improve their short term memory and develops strategies to transfer these skills to the classroom context.
Fresh Start Literacy Intervention
Read Write Inc. Fresh Start is a synthetic phonics intervention programme. The programme gives older students who have not yet cracked the 'code of reading' the chance to catch up and become confident, fluent readers - enabling them to access the secondary curriculum.
Fresh Start Modules and Anthologies provide specially written age-appropriate stories and non-fiction texts which the students have the phonic knowledge to read, building their confidence from the start. Writing is developed alongside reading.
This intervention is an opportunity to re-visit the Maths curriculum at a slower pace, providing time to secure skills taught in lessons and bridge any gaps in learning. A variety of challenge is provided according to individual need. Intervention is run by our Assistant SENDCo, who is also a Burton Borough Maths teacher.
In Class Resources – Quality First Teaching
Small, focus group support allows students to learn in a quieter environment on either a personalised learning task or to re-visit areas of the curriculum not initially understood. Focus groups are often used for over learning to secure skills previously taught.
Either the teacher or student can break down their learning in to manageable instructions to reduce the amount of information they must process and retain.
This resource can also positively increase their independence in the classroom, allowing the student to progress through the learning tasks without relying on constant teacher direction.
The use of coloured overlays while reading can stop a range of visual perceptual problems, often referred to as Meares-Irlen Syndrome, which is particularly common in people with dyslexia.
Coloured overlays help Dyslexics and those with Irlen Syndrome by making text visually clearer and more comfortable to see.
Pencil grips are a simple tool that can help a student with fine motor difficulties, hand shaking or tremors complete a task that requires a written response.
These tools are used to promote an appropriate grip for writing and support pencil control and therefore legibility of writing.