Episode 8: The link between SLCN and the wellbeing of learners
We speak to Katy Mullin from Dartmoor MAT and Nicky Martin from North Star Inclusion Advisory Team - joining the dots on the link between wellbeing and SLCN.
Build a clear picture of how students feel about themselves and their school, and put in place interventions – Pupil Attitudes to Self and School (PASS), Emotional Literacy
Reading Support Pathway gives detailed advice on how to further support students with reading difficulties – Reading Support Pathway
Screen students to identify and support those with dyslexic tendencies – Rapid, Dyslexia Screener
Wide range of assessments covering areas including Dyscalculia and working memory – SEND Guide
We speak to Katy Mullin from Dartmoor MAT and Nicky Martin from North Star Inclusion Advisory Team - joining the dots on the link between wellbeing and SLCN.
Find out how Scoil Mhuire Community School used CAT4, NGRT, PASS, PTE and PTM to support children in the aftermath of the pandemic.
GL Assessment's Emma Dibden explains how to support pupils with SEND at transition, and how assessment can be used to identify vulnerable students.
Education Specialist Emma Dibden outlines the challenges for inclusive SEND provision in mainstream schools and suggests some solutions.
Core Assessments are whole-cohort, standardised benchmarks that can establish a complete baseline of a student’s profile such as cognitive ability, academic attainment, and learning attitudes.
Rather than diagnosing specific learning needs, core assessments act as the initial benchmark, they can reveal a student’s true potential, track progress over time, and flag unexpected discrepancies between ability and achievement that warrant further investigation.
When core assessment data flags an unexpected academic gap or a mismatch between potential and attainment, targeted screeners serve as the immediate next step to investigate why.
Schools can deploy short, focused tools to probe deeper into a flagged student’s profile, checking for specific underlying barriers. This allows schools to efficiently pinpoint root causes and implement targeted classroom adaptations before committing to time-intensive diagnostic evaluations.
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