How can cognition and learning needs be supported by further cycles of assess, plan, do, review?
Plan
When planning any support, the emotional well-being and confidence of the child or young person should be prioritised, with all adults having a clear understanding of the young person’s strengths and individual needs.
Detailed assessment will provide the necessary information to plan a support package which may consist of further adjustments in the classroom to improve access to the curriculum and/or specific intervention.
Assessment should identify:
What areas of learning need further support and intervention
The current skills (what does the young person already know?) in those particular areas so the effectiveness of any intervention can be evaluated
SMART targets/outcomes for the intervention period (usually a term)
What interventions are needed
Who will deliver the intervention and where this will take place
How progress will be monitored and when the intervention will be reviewed
The young person should be identified as requiring SEN Support
Teachers are regularly involved with intervention planning with the SENCo and time is put aside for this.