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Identification - Cognition and learning

Children/young people can present with difficulties in some or all areas of learning (attention and listening, literacy, numeracy, retention etc) and can be identified in school in a number of ways - for example, teacher assessment, curriculum assessment and academic achievement. 

Children and young people are usually identified when school tracking information shows that learning is significantly below expectations and/or progress is less than expected so the gap is widening between them and their peers.  Specifically:

  • As a general rule skills are likely to be at or below a standard score of 80 (or 80-85 over time with intervention). 
  • There is evidence that teachers have made reasonable adjustments to include and meet the needs of the pupil within the classroom. 
  • There is evidence that the leadership team are fulfilling their whole school responsibilities in relation to SEND.

When children/young people have been identified as needing additional support through the whole school assessment procedures, an Assess-Plan-Do-Review cycle is required.  Please refer to the other sections for more details.


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