A pupil with slower processing may spend longer reading, deciding, writing and checking each response. If every repeated example is compulsory, they can work accurately throughout the lesson yet never reach the later questions or face an unreasonable amount of homework. Prioritising essential work protects the learning without rewarding speed for its own sake.

Start from the learning objective

Before the lesson, identify the smallest set of questions or tasks that covers the full intended learning. Mark these clearly as essential. Further questions can provide additional practice if time allows.

For example:

• choose calculations that sample each method or level of difficulty;

• select one sentence or paragraph that demonstrates the writing objective;

• provide the source text rather than requiring it to be copied;

• identify the observations that must be recorded in a practical task;

• keep one later question that requires application, rather than removing all challenge.

The pupil should still encounter the breadth and difficulty of the lesson.

For example, if a sheet has 20 column additions, mark as essential one with no exchange, two with one exchange, one with exchanges in two columns and the final word problem. Those five questions cover the whole objective, and the rest become additional practice.

Remove repetition, not necessary practice

Repeated practice can be important when a method or fact is being secured. Do not reduce it automatically. Ask whether each item adds a new demand, provides needed rehearsal or simply repeats evidence the pupil has already produced.

Check learning over time. If the pupil is not becoming secure, they may need more explicit teaching or differently spaced practice, not merely fewer questions.

Set homework that fits the intended workload

Mark the questions that must be completed and give a reasonable expected duration. If homework repeatedly takes much longer, agree a stopping point with the pupil and their parents or carers.

A suitable instruction might be: “Complete questions 1, 3, 5 and 7. Work for up to 25 minutes. If you reach the stopping point, note where you stopped.”

Do not routinely send all unfinished classwork home. Homework should reinforce the key learning, not transfer an unresolved classroom time pressure to the family.

Review the effect

Check whether the pupil:

• reaches the most important parts of the task;

• demonstrates understanding across the objective;

• works with greater accuracy;

• avoids excessive homework time;

• receives enough practice to retain the learning.

If reduced quantity still leaves the pupil under constant pressure, review reading, writing, motor, attention and task-design demands with the SENCo.

Keep the distinction clear

This is a classroom approach to workload and access. It is not the same as a formal access arrangement in an assessment. Formal arrangements require the relevant evidence and process.

Further reading

• Universal cognition and learning support (Somerset Council)