6.30 Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.
6.31 Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
Cognition and Learning Needs (C&L)
The team for children with Cognition and Learning (C&L) needs is part of the Advisory Teaching Service. Support is available for children and young people attending mainstream settings who are at the required stage of the graduated pathway for SEND (see criterion for requests for involvement)
6.30 Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.
6.31 Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
What we do:
The team supports the inclusion of children and young people who have a range of significant and additional learning needs in mainstream schools; including those experiencing:
- persistent difficulties in acquiring literacy and numeracy skills
- specific learning difficulties (including those with a formal diagnosis of Dyslexia)
- moderate or complex learning difficulties (including Down’s Syndrome)
- learning needs related to difficulties with memory and retention of information
- a high level of difficulty accessing learning activities due to social and emotional needs
We are able to:
- Provide advice and support for SENCOs and staff on setting suitable outcomes following a plan, do, review approach (Gloucestershire Graduated Pathway)
- Provide advice and support to SENCOs and staff in terms of adaptations in the classroom, to ensure that children and young people have their individual needs met through High Quality Teaching.
- Support transitions based on individual needs between classes, key stages and settings: taking account of existing good practice and successful strategies
- Support children and young people who are returning to mainstream settings from Alternative Provision schools
- Work together with staff and provide advice regarding how to plan reasonable adjustments and appropriately adapted teaching
- Signpost resources, organisations and services which can be used to develop individualized approaches (Please visit our specialist resources pages, using the following link: Cognition and Learning Needs (C&L))
- Attend Team Around the Child/Family meetings and contribute to EHCP Annual Reviews
- Contribute to a multi-agency assessment of a child’s needs
- Provide staff training (online or face to face) to cover a number of areas: this can be tailored to the needs of the setting. Bookable via GCCPlus)
- Provide advice on a “no names” basis for settings and parents via our “Advice Helpline”
- Support the transition of pre-school children into mainstream schools.
We welcome requests for involvement during term 4, for those children who meet criteria. ATS involvement will take place during term 5 and 6 and may continue in the primary setting, if appropriate.
Who to contact
Contact Name
Rosalyn Rees
Contact Position
Lead Advisory Teacher
Telephone
01452 426014 (Forest ATS) | 01452 324376 (Cheltenham ATS) | 01452 426955 (Gloucester ATS) | 01452 583728 (Stroud ATS)
E-mail
forest.ats@gloucestershire.gov.uk
Where to go
Name
Advisory Teaching Service
Address
Dockham Road
Cinderford
Postcode
GL14 2DB