Cognition and learning needs at 11+

The second area of need in the SEND Code of Practice covers specific learning difficulties — dyslexia, dyscalculia and dyspraxia — and moderate or severe learning difficulties. This page describes what these labels cover, what to expect at 11+, and how independent schools typically respond.

What this area covers

Specific learning difficulties (SpLD)

• Dyslexia — difficulty with the accurate or fluent reading and writing of words. Often, but not always, accompanied by difficulties with spelling, working memory and the speed of written output.
• Dyscalculia — persistent difficulty with number, despite typical achievement in other areas. Less well known than dyslexia but recognised in the Code of Practice.
• Dyspraxia (developmental coordination disorder) — difficulty with the coordinated motor planning needed for handwriting, organisation of work, and sometimes broader physical coordination.

Moderate and severe learning difficulties

More general delays in cognitive development that affect attainment across the curriculum. Children with moderate learning difficulties can often thrive in well-supported mainstream education. Severe learning difficulties typically require specialist provision.

What this looks like at 11+

Specific learning difficulties are common in pupils who sit and pass the 11+. The relationship between dyslexia and academic ability is independent — many dyslexic pupils are strong mathematical thinkers, strong verbal reasoners, and capable of high-level academic work. The challenge is making the assessment fair, which usually means additional time and sometimes a separate room.

Common adjustments at the written papers:

• 25 per cent additional time on each paper is the most common adjustment for dyslexia, dyscalculia and dyspraxia.
• For more significant needs, 50 per cent additional time, a reader, or a scribe may be appropriate.
• Some pupils benefit from a separate room with fewer distractions.
• Use of a laptop is rare at 11+ but possible where handwriting is a real barrier.

The interview is rarely affected by specific learning difficulties. Reading and writing demands are typically minimal in the conversation. Where dyspraxia causes anxiety about physically arriving at the right place, schools can help by being specific about the route and offering a quiet waiting area.

What to ask the school

• What additional time and other adjustments are routinely granted for dyslexia, dyscalculia or dyspraxia at 11+, and what evidence is required?
• How is in-class support organised in Year 7? Is it withdrawn lessons, in-class support, or both?
• Are there specialist teachers in the SENCo team for SpLD, or is general SEN support the model?
• How does the school support pupils with slower processing speed in coursework and timed assessments?
• How is the SEN plan reviewed across Year 7?

Evidence to bring

• A recent educational-psychologist or specialist-teacher assessment with diagnostic conclusions (less than three years old is typically required for exam-board adjustments later, and is a good rule of thumb at 11+ too).
• The current school's SEN support plan and any recent reports.
• Reports from any private support (specialist tuition, occupational therapy for dyspraxia).

If your child does not yet have a formal assessment but you suspect a specific learning difficulty, a referral to an educational psychologist — through the school, GP, or privately — is the standard route. The earlier this happens, the more support a school can put in place.

A note on tutoring

Pupils with specific learning difficulties often benefit from tutoring not because their ability is in doubt, but because the teaching can be paced and adapted to their processing style. The most effective tutors work with the diagnosis rather than around it — for example, embedding multi-sensory techniques, scaffolding written work, or building dyscalculia-specific number sense.

Resources

• British Dyslexia Association — guidance, assessor directory, parent resources.
• PATOSS — Professional Association of Teachers of Students with Specific Learning Difficulties; directory of specialist tutors.
• SEND Code of Practice — the statutory framework.

See also: SEN overview for the wider framework and reasonable-adjustments process.