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Where a child or young person has made limited or no progress using universal strategies and reasonable adjustments, further assessment of barriers to learning should take place.

Making reasonable adjustments to the classroom environment can make a significant difference for pupils with social communication needs.

Teaching for pupils with cognition and learning needs should follow the core principles

Class teachers and support staff should ensure that they have a good understanding of the child or young person’s developmental history and learning profile and that they have access to recent assessment information.

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