The blog
Insights for schools and families.
Clear writing on how children learn, SEND policy and what helps, from the research team behind Veyra.
The middle group: the children the system will not move for
The never-identified, the parked and the waiting. Why the referral gate misses them, and what changes when every child is measured.
Assess, plan, do, review: the cycle with a missing instrument
The SEND Code of Practice asks for assessment and review, but supplies no instrument for attention and executive function.
The engine and the driver: what ability tests miss
Reasoning tests measure how powerful the engine is. They say nothing about whether the driver can keep the car on the road.
What the SEND reforms ask of schools, and where Veyra fits
The 2026 white paper asks schools to see needs earlier and meet more of them in ordinary lessons. What that means, and the part Veyra can play.
Why students struggle with attention in the classroom
When a student seems distracted, the usual answer is that they need to try harder. More often, the cause sits in focus, thinking or memory.
Executive function explained
When a capable student is “not applying themselves”, the cause is often executive function, not motivation. What it is, how to spot it, and what helps.
Cognitive remediation and metacognition
Cognitive remediation targets the cognitive skills underneath grades and behaviour. What it involves, where digital versions fall short, and why metacognition matters.
The six elements of metacognition every student needs
Students are told to plan better and use better strategies. Very few are taught how. Metacognition is the how, and it can be taught.
