Cognition and Learning
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Cognition and learning refers to the general learning of the person. Pupils with needs or difficulties in this area may learn at a slower pace to their peers, find it difficult to acquire skills, have low levels of attainment across subjects or struggle with problem solving.
Examples of cognition and learning needs/difficulties that are listed in the SEN code of practice include:
- Specific learning difficulties (including dyslexia, dyspraxia and dyscalculia).
- Moderate learning difficulties
- Severe learning difficulties
- Profound multiple learning difficulties
How do we support this?
At Bengeworth we support pupils with their learning and want pupils to achieve well. To do this we differentiate work within the classroom, have a daily class read and offer intervention classes and groups. Additionally, we have processes within the school that allow us to track whether a pupil may have a specific learning difficulty (e.g. dyslexia pathway).
High Quality Teaching:
The pupils needs can be met in the classroom through every day high quality teaching which can include considerations of the classroom environments. Important aspects that our teachers will consider are the seating plan, ensuring that all resources are accessible.
Targeted/ Individualised Support:
The Numicon Intervention Programme approach develops conceptual understanding in maths using multi-disciplinary/multi-sensory approaches, making use of apparatus and focusing on action, imagery and conversation.
Each child at Bengeworth, from Reception to Year 5, has their own username for the numeracy website Mathletics. This is an award winning interactive site that aims to improve children’s numeracy skills through fun activities.
This website can be accessed from any computer at home or school.
Aspects of Mathletics are:
- Learning is individual - At their own pace, children can complete activities they would like to do or complete activities set by their teachers. Activities are adjusted to meet each child's ability.
- Learning activities linked to all areas of numeracy.
- Children can choose an animated teacher that will explain any concept to the child in a step-by-step tutorial.
- Live Mathletics - Improving mental maths skills by answering questions against the clock, whilst competing against other children from all around the world. Also children can invite their friends at school to compete against them.
- Problem solving games.
- Times tables’ toons - Children can learn their times tables through these fun, animated songs.
- Rainforest maths - Activities suitable for foundation stage and key stage 1 aged children.
- Concept search - Children can use the Mathletics dictionary to find out what different mathematical vocabulary means.
- Clear charts to show pupils their strengths and areas for improvement.
It helps support both those skilled at maths as well as those struggling with maths and with a specific learning difficulty in maths such as dyscalculia.
Toe-by-toe is an intensive literacy interventions run by our CSPs. They are used daily for 20-30 minutes with students to help practice and retain information, focussing on success and building confidence in the pupil. It uses a multi-sensory teaching approach to help embed information.
- Rapid is a proven intervention approach that's helps children catch up in reading. Rapid Reading books are designed for one-to-one reading sessions with struggling learners. Content is designed to target children with reading ages 5.0 to 10 years. Texts are available either in book format or electronically and are written in dyslexia friendly print.
How can I support at home?
If you think your child might need help with their cognition and learning needs at home you can support them in the following ways:
- Ask questions and set up opportunities to challenge and provoke deeper thinking/thinking for themselves. For instance, "How should we approach this?", "What should we do first?", "How does this work... can you help me?"
- Encourage your child to come up with original and creative ideas and show an authetic response. This will help them have a stronger sense of self-worth and then approach tasks more confidently.
- Let your child know what they think and question is valued and listen carefully to what they are trying to say so you may support them in this.
- Encourage your child to try various methods and problem solving techniques. Help your child keep trying until they find a solution that works for them. Examples could be in drawing, acting and talking.
- Take trips to interesting places such as a museum, library, or local business to stimulate your child’s curiosity and sense of wonder. Offer hands-on experiences during these trips to allow for further exploration. Bring along paper, writing utensils, a camera, or recorder to capture any thoughts or questions.
- Play a variety of games with your child. For younger children: build with blocks, roll balls, and play Peek-a-Boo. As your child matures: play board games, play memory games, work on puzzles, and play Hide and Seek.
- Choose toys for your child that encourages a variety of ways to play. Toys that can only be played with in one way limit children’s creativity and opportunities for problem-solving. Some suggestions would be: blocks, connecting toys, cardboard boxes, tracks and cars, paints, pencils, paper, homemade clay, instruments, etc.
- Support your child with homework and keep connected with the class teacher to know how to support at home.
- Practice content your child may struggle with, through repetition we can embed the learning further so we can remember more effectively. For instance, counting with blocks, then counting with items of clothing and then food etc.
This link outlines some advice on how to promote cognitive development of young children through play:
BBC Bitesize- Lots of tips and advice from other children, fun learning activities and videos for your child: