Metacognitive skills that enable the child to access and succeed in the curricular offer. These are often defined in terms of the child’s well-being and ability to self-regulate ( e.g. the ability to initiate a task, the ability to inhibit certain behaviours or the ability to monitor and understand the child’s own emotional state) - the development of increasingly sophisticated tools in these areas are essential to maintain achievement. We use an executive functioning skills matrix to monitor progress and design interventions in this regard and use a personal provision map to reflect a child's personal learning journey.