Our Offer

At Ribbleton Avenue Methodist Junior School, we recognise that some children may experience difficulties with learning, processing, memory, understanding, organisation or retaining information. Children with Cognition and Learning needs may require additional support to access learning successfully and develop confidence and independence within the classroom.

We are committed to identifying needs early and providing an inclusive, adaptive approach to teaching and support. High-quality adaptive teaching is the first step in supporting all pupils and staff carefully adapt learning to reduce barriers and ensure all children can access an ambitious curriculum.

Support may include:

• Scaffolded learning and learning ladders
• Chunked instructions and reduced cognitive overload
• Retrieval practice and overlearning
• Visual supports and dual coding
• Pre-teaching of vocabulary and concepts
• Small-group interventions
• Fine motor and handwriting support
• Alternative recording methods
• Access to ICT and assistive technology
• Use of coloured overlays or adapted resources
• Practical and multisensory approaches to learning
• Additional processing time
• Targeted interventions such as Nessy and Toe by Toe

Children may receive support through:

• Classroom adaptive teaching
• Small-group interventions
• Individual Education Plans (IEPs)
• Nest provision
• Teaching assistant support
• Specialist teacher involvement
• Outside agency support where appropriate

Progress is monitored carefully by the class teacher, teaching assistants and SENDCo, with support reviewed regularly alongside parents and children.

---

The Nest Provision

Some children with Cognition and Learning needs may access support through our Nest provision.

The Nest is a small-group learning provision led by a qualified teacher alongside experienced teaching assistants. It provides a calm, structured and supportive environment for children who require more focused support with learning.

The provision focuses strongly on:

• Developing foundational knowledge and understanding
• Closing gaps in literacy and numeracy
• Building confidence and independence
• Supporting readiness to learn
• Reinforcing key concepts through repetition and adaptive teaching

Learning is carefully personalised and broken into manageable steps to help pupils experience success while maintaining high expectations.

The provision is flexible and based on individual need. Some pupils may access the Nest for part of the day before returning to mainstream lessons where appropriate. For some children, support may gradually reduce as progress, confidence and independence improve.

Some pupils accessing the Nest may also be awaiting specialist placements or specialist provision. During this time, the Nest helps ensure pupils continue to receive meaningful education and inclusion within school life.

---

Conditions Associated with Cognition and Learning Needs

Children may experience difficulties linked to:

• Specific Learning Difficulties (SpLD)
• Dyslexia
• Dyscalculia
• Developmental Coordination Disorder (DCD/Dyspraxia)
• Moderate Learning Difficulties
• Severe Learning Difficulties
• Processing and memory difficulties

Every child is different and support is personalised according to individual strengths and needs.

---

Assessment, Screening and Support

If parents or staff have concerns regarding a child’s learning, the first step is to speak to the class teacher.

School may then:

• Monitor progress and attainment
• Complete assessments and observations
• Introduce targeted support and interventions
• Discuss concerns with parents
• Seek advice from the SENDCo
• Access specialist support where appropriate

Children requiring additional support may:

• Receive an IEP with personalised targets
• Access targeted interventions and adaptive teaching
• Be monitored through regular review meetings
• Access support from outside agencies or specialist teachers where appropriate

Parents are fully involved throughout the process and support is reviewed regularly to ensure it remains effective and appropriate to the child’s needs.