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<p>Local authorities, working with schools and other partners, are required by the
Children and Families Act (2014) to set out a local offer of the support normally
available to children and families affected by a disability and special educational
needs (SEN).</p><p>Schools are also required under the act and the accompanying Special
Educational Needs and Disabilities Code of Practice to identify and address the SEN
of the pupils or students they support. We expect schools to be monitoring closely
the progress of all pupils. The first response when any child is falling behind is
good quality teaching. When this does not produce expected progress, the school should
consider whether the child has a learning difficulty. The school should assess the
child, plan an intervention if a learning difficulty is identified, implement the
intervention and then review the outcome and progressively repeat this cycle until
the child’s learning difficulty is properly supported. This is called SEN support
and the cyclical process is referred to as a ‘graduated approach’ to meeting children’s
needs. Where children and young people have needs that can’t be met through this process,
they could get support through an Education, Health and Care plan.</p><p>We have in
place training and specific resources designed to provide teachers with the necessary
skills to identify and support children with dyslexia.</p>
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