We've noticed some children being picked up who previously wouldn't have been identified so easily or with such clarity.
Mark Dakin, headteacher, St Giles Primary CE School
The challenge for teachers in UK classrooms is making sure that every child reaches their full potential. One of the keys to achieving this is in identifying children who fall below the radar; those that slip by unnoticed because their behaviour and progress is 'good enough'. But in reality, they are not being stretched to achieve all they are capable of.
These are the 'hard to spot' pupils.
We have produced a new guide to helping ‘hard to spot’ children with contributions, strategies and ideas from schools across the UK and beyond. We hope you enjoy the read.
We spoke to a range of education experts and asked them 'How do you identify the 'hard to spot' children?'. This is what they told us.
How can you identify the hard to spot children? How your curriculum can help and how you can use your data to help find them.
Once you've identified who the hard to spot children are, how can you help and support them?
Matthew Savage answers the question to what extent can a child’s attitudes to learning be measurably improved?
Educational Psychologist Poppy Ionides discusses how we work with families to improve outcomes for at risk children and fragile learners.
John Galloway discusses how we can identify and support girls with social, emotional and behavioural difficulties.
Jo Horne explores the advantages and disadvantages of using computerised assessments with special educational needs (SEND) children.
