Advisory Teacher for Cognition and Learning
What is an Advisory Teacher for Cognition and Learning (ATCL)?
An ATCL works with children and young people aged 4 to 18 who are having difficulties with their thinking (cognition) and learning. These children and young people may have Special Educational Needs or Disabilities (SEND).
ATCLs work in a variety of ways:
- They observe and work with children and young people at their school
- They meet with school staff and parents to talk about how to help
- They deliver training to school staff and other professionals in the local authority
ATCLs use their teaching experience and expertise to provide advice to school staff. They help them to develop the tools and knowledge that they need to improve children and young people’s reading, writing, spelling and maths skills. This includes helping them to plan support so that children and young people make good progress. They may also focus on memory and study skills.
They share proven methods to help school staff to improve teaching and learning.
Their aim is to empower school staff to put in place the right support at the right time.
Why might an ATCL see your child or young person?
An ATCL might see a child or young person if they are having trouble with:
- reading
- writing
- spelling
- maths
- memory
- study skills
School staff may have already tried some ideas to help, but they might need extra guidance to make it more effective.
How does an ATCL become involved with a child or young person?
The school's Special Educational Needs Coordinator (SENCo) might contact an ATCL if they're worried about your child or young person's reading, writing, spelling, maths, memory, or study skills.
If your child or young person is under 18 years of age, the SENCo will always talk to you about their concerns first. They will ask for your permission to contact the ATCL.
If you are worried about your child or young person, you should always speak to their teacher or the SENCo first.
What happens when an ATCL becomes involved with my child or young person?
They work both online and face-to-face to explore the needs of your child or young person, and to provide advice to support them.
Online meetings
These don't usually involve your child or young person but school staff might ask you to join. We'll usually discuss:
- what is going well
- areas that need extra help
- ways to support your child in class
If the school wants an ATCL to write a report with recommendations, they'll share it with you once they have received it.
Face-to-face visits
These usually involve a visit to see your child or young person at school.
An ATCL may:
- watch them in a lesson
- chat to them about their learning
- complete some short activities with them
- meet with school staff to discuss ideas to help your child or young person
- meet with you too or get your thoughts through a questionnaire.
After the visit, they will write a report with recommendations. School staff will share it with you once they have received it.
What questions might an ATCL ask?
An ATCL may talk to the child or young person, and a parent/carer as well as the people who work with them at school.
They may ask the child or young person:
- what they enjoy about school?
- what they think they are good at?
- what they find tricky?
- how they like to be helped?
- what they think might help?
- what they would like to make better or easier?
They may ask the parent or carer:
- what the child’s strengths are?
- what they like doing?
- what they find difficult?
- how it affects them?
- what has already been tried to help them?
- what they think might help?
- what they would like to happen next?
They may ask the school:
- what their strengths are?
- what they find challenging?
- what support is currently in place?
- what is working, or has worked in the past?
- what outcomes they would like to focus on?
ATCL and the Graduated Response to SEND
ATCLs are part of the ‘Graduated Response’ to supporting Special Educational Needs and Disabilities (SEND):
The Graduated Response uses an ‘assess, plan, do, review’ approach at every stage.
Universal provision
This is the support all children and young people receive through high quality teaching (Quality First Teaching):
- There is quality teaching for all children and young people
- The teacher identifies barriers to learning
- The child or young person's needs are assessed
- A plan of support is made and put in place
- The impact is reviewed
- Teachers put in place adaptive teaching and the right scaffolding to support universal provision
- If concerns remain, the child or young person moves to targeted support
Targeted support
- The teacher and SENCo assess the child or young person
- They are added to the SEND register if needed
- The teacher and SENCo plan for support. This includes gathering parent/carer and child or young person views
- They action ideas
- The teacher and parent/carers review the impact and continue the cycle of ‘assess, plan, do, review’ at least 3 times a year
- If more support is needed, the SENCo, teacher and parents/carers will carry out more cycles of ‘assess, plan, do, review’ every 6 to 8 weeks. This may link to Team Around the Child meetings.
An ATCL is often involved when concerns are first raised. They may become involved at any stage of the Graduated Response.
For example, they might deliver training to school staff to improve their universal provision. They might help school staff to plan support to meet the needs of your child or young person within universal provision, adaptive teaching or targeted provision.
Guidance for what to do if you are concerned about the support your child is receiving, can be found on the frequently asked question page.
Contact us
- Email: ATCL@swindon.gov.uk
