Seven C's

Old Newton CE Primary School 

Supporting Learning 

Inspire - Nurture - Flourish

Increasing in wisdom    Growing in Love

Using the 7 C’s Learning Portfolio

A strengths-based approach

Information for Families

At Old Newton School we are using the 7 C’s Learning Portfolio to help identify pupil strengths and barriers to learning. The 7 C’s Learning Portfolio provides a language of assessment that we can all use. 

Supporting learning can involve making adjustments or tweaks to the way that information is shared.  It can also involve specific resources, equipment or support.  At times it may involve targeted action or intervention.  In school we try to offer a combination of adjustments, support and intervention to overcome and remove barriers to learning.  

Families can support their children at home too. This leaflet gives some examples of support that you can integrate into family life or homework.  The suggestions are offered for consideration, but please feel free to modify these or talk to your child's teacher or SENDCo if you would like further information.  

Above all, continue to listen, love and encourage your child whilst promoting their individual strengths, skills and confidence.  

1.COGNITION

• use short and concise information and ask your child to repeat back key points

• ensure they have sufficient time to complete tasks

• ask questions rather than give answers

• scaffold and support their understanding by giving the next step but resist solving it for them!

• play games such as snap, pairs, missing objects, jigsaws, spot the difference etc.

2.COMMUNICATION

• say their name before giving instructions

• check their understanding of words when reading or talking

• share stories by reading or listening to audiobooks or watching films.  Discuss the words

• teach conversation, modelling my turn, your turn.

• play listening games where information and thoughts are shared.  

3.CREATIVITY

• create, make, bake and build with a range of materials

• encourage your child to share thoughts and ideas

• share ‘what if?’ questions so that all family members consider responses and possibilities

• celebrate random and out of the box thinking!

• praise effort and achievement defining exactly what it is you like

• promote a ‘keep trying’ approach even if mistakes are made.

4. CONTROL

• stay calm when your child is angry or distressed and try to gently label their feelings and remind them of actions they could take

• if your child is anxious, listen to their concerns. Ask what they could do to help themselves? Ask if there is anything they would like you to do, but try not to offer the solution for them.

• promote their own capacity to cope and control - tell them that you believe in them.  

• when they are calm, talk about feelings and actions that could be taken when our feelings overwhelm us. 

5.COMPASSION

•  talk to your child about friends and rehearse icebreakers for new situations.

• use stories or films to explore differences and differing points of view.

•  encourage them to identify what they think they have done well that day. If necessary, tell them 2 things that you have noticed, but ask them to share their own opinions.

• use structured choices (Would you like to eat beans or peas tonight?) so that they learn to make decisions and know that their thoughts matter

6.COORDINATION

• develop fine motor skills by drawing,cutting, threading, sorting objects and rehearse vertical, horizontal and circular movements in isolation to help with letter formation.

• rehearse throwing, kicking, catching a ball and standing, hopping, jumping, running as well as keeping balance

• look out for any sensitivities to loud sounds, lights, tastes, smells or items to touch.  Also look to see if your child seeks these experiences.  Talk to their teacher if you do see these.

• get regular sight and hearing tests

7.CURRICULUM

• whenever time allows, read with your child whatever their age.  Take it in turns to read, talk about the story and what might happen next.

• help to structure writing using sentence starters and create a word list that they can use.

• when learning spellings, give them 3 versions of the same word and ask them to highlight the one that is spelt correctly

• use visual prompts to help with maths. Blu tac can be used for counters

• point out money, fractions and time in real life situations.

• promote a love of nature and the world around them.  Encourage thinking and discussion about all they see and hear.