Understanding Cognition and Learning Needs
Cognition and learning is one of the four broad areas of need identified in the SEND Code of Practice (2015). It covers a wide range of needs, from pupils who learn at a slower pace than their peers through to those with specific learning difficulties in particular areas such as reading, writing or mathematics.
All pupils with cognition and learning needs are entitled to high-quality, inclusive teaching that sets ambitious expectations and builds on their individual strengths. Effective support begins with understanding each pupil as a whole person, recognising what they can do and identifying the specific barriers that may be affecting their progress.
Categories of Cognition and Learning Need
Cognition and learning needs are typically described across four broad categories:
Moderate Learning Difficulties (MLD)
Pupils with MLD learn at a slower pace than their peers in most areas of the curriculum, even with appropriate differentiation. They may have difficulty with generalising and transferring skills, with understanding abstract concepts and with retaining information over time. With well-planned, structured support, pupils with MLD can make good progress and achieve meaningful outcomes across the curriculum.
Severe Learning Difficulties (SLD)
Pupils with SLD have significant intellectual or cognitive impairments that affect their ability to understand and engage with the curriculum without substantial adaptation. They are likely to need support in all areas of the curriculum and may also have associated difficulties with communication, mobility or self-care. Teaching approaches need to be highly personalised, multi-sensory and focused on functional as well as academic skills.
Profound and Multiple Learning Difficulties (PMLD)
Pupils with PMLD have very significant intellectual disabilities alongside other physical disabilities, sensory impairments or complex health needs. They require a high level of adult support for most activities and learn through sensory experiences, routines and intensive interaction. Progress is measured in very small steps and is celebrated through personalised outcomes.
Specific Learning Difficulties (SpLD)
SpLDs affect particular aspects of learning while general ability may be at or above the expected level. The main SpLDs include dyslexia, dyscalculia, developmental coordination disorder (DCD/dyspraxia) and dysgraphia. Co-occurrence between SpLDs is common. For detailed information, see the Specific Learning Difficulties page.
The Graduated Approach: Assess, Plan, Do, Review
The SEND Code of Practice sets out the graduated approach as the model for identifying and responding to pupils' needs. This is a cyclical process that ensures support is regularly evaluated and adjusted.
- Assess: Gather information about the pupil's strengths and difficulties through observation, classroom data, assessment tools and the pupil's own views. Identify the specific barriers to learning rather than relying on broad labels.
- Plan: Agree on outcomes, interventions and adjustments in collaboration with the pupil, parents or carers and relevant professionals. Set clear, measurable targets.
- Do: Put the planned support into action. The class teacher remains responsible for the pupil's progress, even when support is delivered by a teaching assistant or specialist.
- Review: Evaluate the impact of the support at regular intervals. Consider what is working, what needs to change and whether the pupil's needs have shifted. Use the review to inform the next cycle of planning.
This approach ensures that support is responsive, evidence-informed and focused on the outcomes that matter most for each pupil.
A Strengths-Based Approach in Practice
A strengths-based approach does not mean ignoring areas of difficulty. It means starting from what a pupil can do, what motivates them and what they are interested in, and using those foundations to support progress in areas that are more challenging. In practice, this looks like:
- Identifying and celebrating what the pupil does well, including skills that may not be captured by standard assessments
- Using the pupil's interests to make learning meaningful and engaging
- Framing targets positively, focusing on what the pupil will learn to do rather than on deficits
- Providing opportunities for the pupil to demonstrate their knowledge and understanding in different ways
- Involving the pupil in decisions about their own learning, including target-setting and review
- Communicating strengths to parents, carers and other professionals alongside areas for development
Whole-School Strategies
Effective support for pupils with cognition and learning needs is rooted in high-quality, inclusive classroom practice. The following strategies benefit all learners and are essential for pupils with additional needs:
- Use multi-sensory teaching methods that present information through visual, auditory and kinaesthetic channels
- Break learning into small, explicit steps and check understanding at each stage
- Provide concrete examples and hands-on activities before moving to abstract concepts
- Use scaffolding, writing frames and graphic organisers to support the structuring of ideas
- Allow additional time for processing, responding and completing tasks
- Pre-teach key vocabulary and revisit concepts regularly to support retention
- Use formative assessment to identify gaps in understanding and adjust teaching in real time
- Foster a classroom culture where all pupils feel safe to contribute, ask questions and make mistakes
- Deploy teaching assistants effectively, focusing their support on building pupil independence rather than dependency