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This difficulty (in pace) would be evident in any timed writing task. The pupil with dyslexia would perform at a level far below age average given the same amount of time as children of his age to complete the task. The same would apply to assessments of reading and spelling. If a child could read, write and spell at age-average levels, and take the same time that other children take to complete related tasks, then it would be strange to say that he had a difficulty with reading, writing and spelling.

A programme of specialist external support might be proposed, perhaps at a more sustained and intensive level than has been possible at the Early Years Action Plus or School Action Plus part of the graduated response. With reference to the above possible proposals, the main point is that the school in consultation with others has identified: ● ● what it considers necessary that is not being presently provided, and what is required to put the necessary procedures and interventions into place. 50 Identifying, assessing and providing for pupils with SEN There is a coherent, understandable line of graduated response from the past through to the present, and on to proposals for the future.

Identifying, assessing and providing for pupils with SEN 49 What is proposed for the future? Drawing on the past progress and the present attainment of the pupil, the school can indicate what provision it considers will benefit the pupil if assessment leads to extra funding and support in the form of a statement. This provision or intervention may be specified in terms of the curriculum; teaching and assessment and other aspects of school organisation; staffing; accommodation; resources and external support.

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