Identifying needs
Identifying needs
Identifying needs
SEND Code of Practice
"Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation."
“Slow progress and low attainment do not necessarily mean that a child has SEN and should not automatically lead to a pupil being recorded as having SEN. However, they may be an indicator of a range of learning difficulties or disabilities. Equally, it should not be assumed that attainment in line with chronological age means that there is no learning difficulty or disability”
"Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment." “Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia”
SEND Code of Practice (6.23, 6.30, 6.31)
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Learning difficulties may present in the classroom as:
Working below age-related expectations despite intervention.
Difficulties with the learning new vocabulary, literacy, or numeracy skill despite regular attendance at school, high quality teaching and appropriate intervention
Difficulty following instructions
Difficulty keeping up with the pace of lessons
Problems learning new concepts, remembering from one day to the next, linking topics, or generalising skills
North Chadderton School’s website has useful information about general learning difficulties:
Specific learning difficulties ( eg dyslexia, dyspraxia, dyscalculia) may present as:
Mild but persistent difficulties in aspects of literacy , numeracy or motor coordination (despite appropriate intervention and support)
An unusual profile of strengths and weakness
A slow pace of work
Poor working memory (ability to hold information in mind whilst doing something)
Difficulties with organisation and planning
Sequencing difficulties
Low motivation or self esteem
Challenging or changes in behaviour e.g. tired/ acting out / bored
Children with unmet learning needs may display:
Attention and concentration difficulties
Inconsistency (variations in performance from day to day)
Limited independence and reliance on adult support
Work avoidance e.g. out of seat, sharpening pencils, talking, toilet trips
Low –level disruption or challenging behaviours
Low self confidence and reluctance to complete work
Spoiling of own work
Over confidence or bravardo “it’s easy”
The above summary and following helpful links and resources have been collated in the development of Oldham Council’s Graduated Approach Toolkit
What might I see in a child who has dyslexia?
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What might I see in a child who has dyslexia?
The British Dyslexia Association website has some good information about spotting signs of dyslexia at different stages: