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Introduction

The SEND Code of Practice 2014 states that:

“Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. 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”. (Section 6:30)

and

“Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia” (Section 6:31).                     

All children are individual, learn at differing rates and are entitled to fair access to the available resources.  If a child is not making adequate progress, assessment over time will give information about the type of difficulty they may be experiencing and the most effective interventions to implement.

This section covers progress in all areas of cognition and learning including skill acquisition, for example in literacy or numeracy. General and specific learning needs are included.

The section is split into 4 different areas:

  • Whole school responsibilities (including a whole school audit and action planning tool)
  • Quality First Teaching (including a teacher self-audit tool)
  • SEND support in school (including links to possible assessments and interventions)
  • Using specialist support services.

Staffordshire County Council has also produced practice guidance for schools about teaching children and young people with literacy difficulties (link to be added)

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