generally lower than spatial and perceptual impacted on progress. programmes funded peers. skills and fine or gross Planned strategies to from the school’s Some difficulty in motor skills support the individual budget evidence from acquiring skills, notably in student with expected reviews shows they language, literacy, . outcomes. have not enabled numeracy skills (or early him/her to make development skills). May have moderate and expected progress. persistent difficulties in There will be evidence May be slower to use, the acquisition and/or use of a high priority having retain and apply everyday of language, literacy and to be given to the concepts than age numeracy skills which management of the equivalent peers. affect progress in other student’s behaviour in areas of the curriculum. planning most May have mild levels of classroom activities sensory impairment or Revision of the and the organisation of fine motor skills, may differentiated classroom his/her learning need time for mobility provision for the student’s environment. issues, may have education has not difficulties related to resulted in the expected Significant and behaviour, social or progress towards sustained difficulties in emotional issues and achieving learning, the acquisition of need some help with pastoral and social reading, writing, these. interaction targets. spelling or number skills which do not fit Average or above May also have difficulties his/her general average levels of with areas e.g. motor performance reasoning/ability with skills, organisational evidence of skills, behaviour, social will be evidence of discrepancies between and emotional issues and significant difficulties attainments in different persisting for the
generally lower than peers. Some difficulty in acquiring skills, notably in language, literacy, numeracy skills (or early development skills). May be slower to use, retain and apply everyday concepts than age equivalent peers. May have mild levels of sensory impairment or fine motor skills, may need time for mobility issues, may have difficulties related to behaviour, social or emotional issues and need some help with these. Average or above average levels of reasoning/ability with evidence of discrepancies between attainments in different spatial and perceptual skills and fine or gross motor skills . May have moderate and persistent difficulties in the acquisition and/or use of language, literacy and numeracy skills which affect progress in other areas of the curriculum. Revision of the differentiated classroom provision for the student’s education has not resulted in the expected progress towards achieving learning, pastoral and social interaction targets. May also have difficulties with areas e.g. motor skills, organisational skills, behaviour, social and emotional issues and impacted on progress. Planned strategies to support the individual student with expected outcomes. There will be evidence of a high priority having to be given to the management of the student’s behaviour in planning most classroom activities and the organisation of his/her learning environment. Significant and sustained difficulties in the acquisition of reading, writing, spelling or number skills which do not fit his/her general performance will be evidence of significant difficulties persisting for the programmes funded from the school’s budget evidence from reviews shows they have not enabled him/her to make expected progress.