MCS for Cognition & Learning Needs Universal Support Level Targeted Support Level Personalised / Individualised Some CYP receiving targeted support will Pupils will be identified as receiving be identified as receiving SEN Support or may have an EHCP Whole school response. SEN Support School may be in receipt of HNF Quality first teaching Universal level plus the following: Universal and targeted levels plus the following: Systems and Whole school planning Systems and school planning Systems and Whole school planning All staff should have an understanding Teaching and learning styles Planning ensures access to and knowledge of the needs of incorporate a school approach to activities and events for all children with Moderate Learning support the full range of learning pupils Difficulty (MLD) and Specific Learning difficulties. School identifies members of staff to Difficulty (SpLD). They should then Whole staff training to support targeted complete enhanced and/or accredited apply this in their teaching to ensure all interventions. training and supports this through children are able to access learning. Pupil centred planning to ensure school development planning. Special arrangements applied for optimum engagement in learning Personalised plan/ individual provision internal/external learning through developing and supporting plans developed through an ‘Assess, assessments. social and independence skills e.g. Plan, Do, Review’ cycle with the full Planning ensures optimum conditions giving consideration to reducing exam involvement of parents/carers and, to all school activities for pupils with subjects. where possible, the CYP. C&L difficulties, e.g. flexibility of the School provision planning identifies timetable and curriculum. appropriate interventions with national The school ethos promotes a positive recognition for effectiveness. regard for individual difference in the School identifies targeted members of way that CYP learn and socialise staff for enhanced training and including those with a learning difficulty supports this through school and/or disability. development planning. Careful consideration of the requirements of homework activities. School maintains up to date School utilises a of assessment knowledge of research and national tools to identify areas of strength and guidance on the implementation of
MCS for Cognition & Learning Needs Universal Support Level Whole school response. Quality first teaching Targeted Support Level Some CYP receiving targeted support will be identified as receiving SEN Support Universal level plus the following: Personalised / Individualised Pupils will be identified as receiving SEN Support or may have an EHCP School may be in receipt of HNF Universal and targeted levels plus the following: Systems and Whole school planning All staff should have an understanding and knowledge of the needs of children with Moderate Learning Difficulty (MLD) and Specific Learning Difficulty (SpLD). They should then apply this in their teaching to ensure all children are able to access learning. Special arrangements applied for internal/external learning assessments. Planning ensures optimum conditions to all school activities for pupils with C&L difficulties, e.g. flexibility of the timetable and curriculum. The school ethos promotes a positive regard for individual difference in the way that CYP learn and socialise including those with a learning difficulty and/or disability. Careful consideration of the requirements of homework activities. School utilises a of assessment tools to identify areas of strength and Systems and school planning Teaching and learning styles incorporate a school approach to support the full range of learning difficulties. Whole staff training to support targeted interventions. Pupil centred planning to ensure optimum engagement in learning through developing and supporting social and independence skills e.g. giving consideration to reducing exam subjects. School provision planning identifies appropriate interventions with national recognition for effectiveness. School identifies targeted members of staff for enhanced training and supports this through school development planning. School maintains up to date knowledge of research and national guidance on the implementation of Systems and Whole school planning Planning ensures access to activities and events for all pupils School identifies members of staff to complete enhanced and/or accredited training and supports this through school development planning. Personalised plan/ individual provision plans developed through an ‘Assess, Plan, Do, Review’ cycle with the full involvement of parents/carers and, where possible, the CYP.