Reply To: SEN or not SEN?

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    What you can’t mitigate for is whether progress could be *even better* if SEN was addressed. My functional but neurodiverse children suffered from the belief that if they fall within average attainment but below their individual potential that their *disability*/*learning difference* is having no impact on their progress. Example – my 85% percentile for general intelligence daughter ended up in Set 4 due to poor performance in her Maths SATS at year 6, and was not allowed to even try learning a language because she was doing extra English in that timetable slot, because set 4 all did extra English (which she had performed ok on in the SATS…) What she actually needed was extra time to process the questions – she’d got the 50% she attempted 100% correct.