Home Page

Cognition and Learning - Waves 1, 2 and 3



(Universal Provision)


Inclusive strategies for ALL learners embedded in QFT

  • Quality first teaching and graduated approach throughout school
  • Differentiated curriculum planning, activities, approaches & outcomes
  • Individual target setting for maths, reading and writing with pupil progress meetings between staff each term
  • Learning objectives (in the form of WALTs) & success criteria clearly communicated
  • Working walls and practical resources
  • Use of ICT: whiteboards, iPads, netbooks
  • In-class targeted teacher support
  • Teaching Assistant support within class teaching (small group or individual)
  • Structured Phonics programme
  • Collaborative (peer) and self-assessment
  • Learning style awareness – visual, auditory, kinaesthetic approach
  • Improved provision of outdoor learning environment
  • Access to extra-curricular activities
  • Educational trips and residential trips
  • WOW events e.g., visiting theatre
  • Whole school policies:
  • Teaching & learning
  • SEND Policy
  • Behaviour Policy
  • Attendance Policy
  • Half-termly Pupil Progress monitoring
  • Reporting to parents at Parents’ Evenings twice a year
  • Written reports on all children for parents in July



(in addition to universal provision)


Targeted intervention and support for SOME learners

  • In-class additional targeted teacher support
  • In-class additional Teaching Assistant support within class teaching (small group or individual)
  • Pre-teaching of vocabulary and concepts
  • Opportunities for over-learning e.g. Precision Teaching
  • Additional intervention(s) discussed at Pupil progress meetings to address lack of progress/barriers to learning
  • Maths after-school club
  • Consultation with Maths Co-ordinator, Phonics. Co-ordinator, English Co-ordinator & Pupil Premium Co-ordinator to determine intervention / level needed
  • Targets set for interventions and outcomes agreed with SENDCo, SLT, class teacher and Teaching Assistant providing intervention
  • Targets routinely shared and discussed with child
  • Additional use of visual and practical resources
  • Impact of intervention measured by teacher and SENDCo
  • If no further improvements/progress the concerns are noted by the class teacher on a ‘Cause for Concern’ for SENDCo form & further progress carefully monitored



(in addition to universal provision and targeted intervention)

Specialist support for a FEW learners

  • Child placed on the Special Needs Register
  • Parents informed of continuing needs and next steps for Special Needs support
  • Assessments, advice and recommendations from outside agencies as appropriate
  • Advice & support for the class teacher from the Special Educational Needs and Disabilities Co-ordinator (SENDCo)
  • My Plan written with SMART targets (Specific, Measurable, Achievable, Realistic, Time)
  • Interventions (one to one & small group support) for reading, reading comprehension, spelling and maths
  • Impact of intervention measured
  • Review of provision with parents, class teacher, specialist teacher & involved agencies at least termly
  • Additional use of visual and practical resources
  • Use of adapted and/or specialist equipment
  • Involvement of Outside agencies: Pupil Referral Unit
  • One to one provision by Special Needs teaching assistants for some pupils with High Needs; EHCP or challenging behaviours
  • Annual review for pupils with an Education Health and Care Plan
  • Views of families and child/young person reflected in My Plan