Not Exceptional Not exceptional Exceptional Exceptional profound Normal School Provided from Significant (and in and specialist Entitlement School’s delegated sufficient quantity and provision Provided from AWPU Budget with enough evidence) Cognitive Attainment is at a lower Will have low attainment Attainment is There is very little and development level that majority of reflected in levels typical significantly than very slow progress, attainment and peers even with some of 2/3 chronological age. majority of peers gaps even with high levels of – progress additional support. May have moderate and in comparative intervention. Attainment Progress is at slower persistent difficulties in attainment levels in upper P scale range rate than majority of the acquisition and/or increasing. Operating at for much of school peers. use of language, literacy P scale in primary; career. and numeracy skills unlikely to achieve Some difficulty in which affect progress in above national acquiring skills, notably other areas of the curriculum level 2 in in language, literacy, curriculum. secondary unlikely to numeracy skills (or early achieve expected level developmental skills) May also have for end of KS1 in difficulties with secondary/ by the end May be slower to use, sequencing, visual of KS 3 / 4. Slow retain and apply and/or auditory progress, even with everyday concepts than perception, significant and age equivalent peers increasing levels of concentration or intervention. phonological or memory. The student’s difficulties in acquiring expected
Not Exceptional Normal School Entitlement Provided from AWPU Not exceptional Provided from School’s delegated Budget Exceptional Significant (and in sufficient quantity and with enough evidence) Exceptional profound and specialist provision Cognitive development attainment and progress Attainment is at a lower level that majority of peers even with some additional support. Progress is at slower rate than majority of peers. Some difficulty in acquiring skills, notably in language, literacy, numeracy skills (or early developmental skills) May be slower to use, retain and apply everyday concepts than age equivalent peers Will have low attainment reflected in levels typical of 2/3 chronological age. May have moderate and persistent difficulties in the acquisition and/or use of language, literacy and numeracy skills which affect progress in other areas of the curriculum. May also have difficulties with sequencing, visual and/or auditory perception, concentration or phonological or memory. Attainment is significantly than majority of peers – gaps in comparative attainment levels increasing. Operating at P scale in primary; unlikely to achieve above national curriculum level 2 in secondary unlikely to achieve expected level for end of KS1 in secondary/ by the end of KS 3 / 4. Slow progress, even with significant and increasing levels of intervention. The student’s difficulties in acquiring expected There is very little and very slow progress, even with high levels of intervention. Attainment in upper P scale range for much of school career.
indicator_of_need_cognition_and_learning.docx