Cognition and learning 

• Quality First Teaching includes planned adjustments and differentiated work to reduce barriers to learning.
• Class/subject teacher plans and oversees small group work or targeted and time limited intervention work.
• Use checklists to identify strengths and weaknesses.
• Monitor and review progress over specified period of time.

• Refer to Newcastle Mainstream Guidance.
• Mainstream class with flexible approaches to support.
• Simplify level and pace of teacher talk.

• Small group work or one to one for time limited period.
• Emphasis on identifying and addressing gaps in learning.
• May involve tracking back through earlier learning objectives.

• Class/subject teacher makes main provision.
• Young person is in mainstream classroom for most, if not all, of the time.
• Young person should not routinely be withdrawn and taught by a TA.
• TA may support independent learning in class.
• Some additional resources and equipment to support independent learning.
• CPD opportunities to support staff’s understanding of common SENs/ Graduated Response.
• EPS/specialist teacher teams may be consulted at a general level.

As Range 1 plus:

• SENCo/SEN team in Post 16 provision will use Post 16 assessment tools to establish a profile of strengths and weaknesses.
• SENCo assessments inform areas for support, intervention and any adjustments required to access curriculum and/or exams.
• Teaching plans reflect recommended adjustments and support strategies including deployment of additional adults.
• SENCo/SEN team in Post 16 provision works with class/subject teachers to oversee planning, review and assessment of any intervention work.
• Interventions are monitored, reviewed and adjusted on at a least termly basis.
• Use of Post 16 assessment tools
• SEN Support Plan is completed with input from parent/carers and CYP.

• Refer to Newcastle Mainstream Guidance.
• Mainstream class with enhanced differentiation.
• Flexible groupings reflective of young person’s cognitive ability.
• One to one support focusses on specific targets relating to identified weaknesses.

• QFT with enhanced differentiation.
• In class tasks are modified to remove barriers to learning.
• May include alternate methods to record and access text including use of ICT as appropriate.
• Will involve tracking back through earlier learning objectives.
• Small group support in class for some of the time.
• Regular, targeted small group or one to one evidence-based intervention.

• Use of Newcastle Mainstream Guidance
• Class/subject teacher makes main provision with support from SENCo/SEN team in Post 16 provision.
• Additional advice from EPS and/or specialist teachers may be provided as part of a ‘drop in’ session or telephone consultation.
• Post 16 provisions may access SEND Outreach Service traded Service Level Agreement for motor coordination group intervention
• Young person is in mainstream classroom for most, if not all, of the time.
• Additional trained adult, under direction of teacher, provides sustained and targeted support on an individual or small group basis.
• Short term and targeted intervention programme delivered several times a week directed by teacher with additional monitoring and evaluation by SENCo and adapted as necessary.
• Additional resources and equipment to support independent learning.

• Following specialist advice, interventions and support are planned and reviewed by teachers, SENCo/SEN team and possibly LA specialist staff.
• Targets are individualised, short term and specific
• Use of Post 16 assessments
• Use of SpLD (dyslexia) checklists
• SEN Support Plan is completed with input from parent/carers add CYP.

• Curriculum tasks are modified and adapted to address learning needs.
• Daily opportunities for some individualised support focussed on targets within SEN Support Plan.
• Flexible groupings with opportunities to work with positive peer models.
• Teaching and support staff use the developmental level of language appropriate to the child in questioning and explanation.
• Provide additional time for processing language.

• QFT with enhanced differentiation.
• Tasks and presentation are increasingly individualised and modified within an inclusive curriculum.
• Alternate methods to record and access text including use of ICT as appropriate.
• Individualised programmes of intervention.

• Main provision by class/subject teacher with support from SENCo/ SEN team in Post 16 provision.
• Involvement of education and non-education professionals as appropriate through a request to the SEN Advice and Support Allocation Panel.
• Consistent and structured environment carefully planned and monitored by class/subject teacher.
• Trained adult provides a longer-term intervention programme (during the review process) under the direction of the SENCo/SEN team in Post 16 provision and/or LA specialist staff.
• In class adult support as and when appropriate to support independent learning.

• SENCo/SEN Teams take ongoing advice from LA SEN and Health specialists.
• Targets are highly individualised.
• Use of Post 16 assessments.
• SEN Support Plan is reviewed and adjusted with input from parent/carers and CYP.
• Termly reviews with parent/carer and CYP involvement.

• Mainstream class predominately working on modified curriculum tasks.
• Daily opportunities for individualised support focussed on targets within SEN Support Plan.
• Any intervention work is delivered by skilled practitioner best placed to deliver positive outcomes.
• Opportunities for multi- sensory teaching and learning will be in place.

• QFT
• Tasks and presentation are increasingly individualised and modified to reduce impact of processing difficulties.
• Alternate methods to record and access text including use of ICT as appropriate.
• Tasks and presentation are personalised to young person’s needs and monitored regularly i.e., weekly.
• Access arrangements and adjustments are part of everyday learning and practice (normal way of working).

• Main provision by class/subject teacher with support from SENCo/ SEN team in Post 16 provision and ongoing advice and support from education and non-education professionals.
• Consistent and structured environment carefully planned and monitored by class/subject teacher.
• Clear monitoring of effectiveness of interventions by SENCo and LA SEN specialists.
• In class adult support as and when appropriate to support independent learning.
• Smaller groupings or higher young person/staff ratio.
• Additional SEN training relating to general and specific learning needs is accessed from specialist teams.
• Access to assistive technology must be made.
• Concrete objects and visual resources to support learning.
• Post 16 provision may require some additional resource to implement package of support. 

• Targets are individualised, short term and specific e.g., using the Engagement Model
• Progress is closely monitored and tracked
• Utilise special education and outside professionals for assessment and advice

• Modified curriculum tasks
• Frequent small group work with specialist teacher and specialist support staff
• Teaching focus on specific provision targets
• Carefully planned curriculum and targets ensures young person experiences success
• Simple language level with instructions chunked 

• Modified curriculum
• Tasks and presentation increasingly individualised and personalised to the young person’s needs
• Highly adapted teaching methods incorporating the use of learning aids and multi-sensory teaching as standard.

• Level of adjustment and specialist teaching across the curriculum is significantly greater than is normally provided in mainstream settings
• Consistent structured environment
• Smaller groupings/higher staff to young person ratio
• Sometimes young person is withdrawn from class to access activities; these are carefully monitored and planned by class/subject teacher to meet a specific target
• Additional adult trained to deliver interventions and support
• EPS and/or specialist teachers (in Post 16 provision or from LA) are consulted on a regular basis and may monitor and review progress and set medium- or long-term targets.
• Concrete objects and visuals aid teaching and learning
• Use of assistive technology
• Apply for High Needs funding if required.

As Range 5 plus:

• Long term involvement of specialist provision and appropriate non- education professionals
• Targets and outcomes identified through an Education Health and Care Plan

• Extremely modified and individualised work
• Small group and daily one to one work developing basic skills

As Range 5 plus:

• Access to aids personalised to young person’s needs
• Extreme modification of curriculum

• Staff need to be trained and have experience working with young persons with high level of cognition and learning needs
• Access to extra staffing to support young persons in times of crisis and accompany young person on outings and trips
• Appropriately trained staff to deal with medical and physical issues
• Group activities carefully monitored to ensure young person is not isolated or excluded
• Emphasis on using real objects and experiences for all activities
• Specialist ICT resources
• AAC systems to support communication environment
• Specialist equipment to promote self-help, physical access and mobility
• Appropriate indoor and outdoor provision in a safe and secure setting
• Specialist hygiene facilities if required
• Access to specialist educational and non-educational services in accordance with EHC plan if appropriate