A weaker class pattern in processing speed may mean pupils need longer to interpret a question, organise a response or complete work accurately. This does not imply weaker understanding.

Plan extra processing time where the demand is high rather than extending every activity automatically.

Identify high-demand moments

Look for tasks that combine several demands, such as listening to a new explanation, reading a complex prompt, selecting information and producing a written response.

At these points:

• keep the question or instruction visible;

• pause before inviting a response;

• allow brief planning or note-making;

• introduce one requirement at a time;

• allow extra time for the part of the task that carries the main learning.

Avoid repeating or rephrasing a question immediately. The second version can add more information before pupils have processed the first.

Create a manageable rhythm

Use a rhythm of explain, pause, model and practise before adding another demand.

For example, after explaining a new scientific process, leave the diagram and question visible. Pause, ask pupils to note the first stage, model one connection, then move into independent practice.

Where processing speed is slightly weaker, avoid stacking instructions and add a short pause after demanding questions. Where it is lower, plan dense lessons in distinct sections with clear completion priorities.

Protect the learning

Reducing repeated work can be appropriate where several questions test the same skill. Keep the questions that best demonstrate understanding and do not automatically transfer all unfinished classwork to homework.

When some pupils need more

This is whole-class pacing. A pupil who needs a personal reduced task set, individual extra time or formal access arrangements requires separate consideration.

Further guidance

• EEF: Cognitive science approaches in the classroom

• EEF: Special Educational Needs in Mainstream Schools