The name is absent

For cognitive development there was a significant overlap between those identified as being ‘at
risk’ and those formally identified as having SEN at primary school. Over two thirds (67%) of
children classified as ‘at risk’ for reading (at aged 4+) and had been identified as showing a SEN
at aged 6+, and over 72% had been recognised or given special help at some point in primary
school. The relationship for mathematics was only slightly weaker (63% of those ‘at risk’ for
mathematics at age 4+, were identified as showing a SEN currently, and nearly 70% had been
recognised or received special help at some point in primary school). Children identified by
teachers showed particularly low scores in reading and mathematics at the end of Year 1. This
suggests that schools tend to identify children with more extreme difficulties (very low scores).
Also there appeared to be some children with poor cognitive attainments whose needs were not
apparently identified at school and who did not receive any extra support during Key Stage 1.

For social/behavioural development the overlap between the research definition and identification
at school was less marked. A little over a half of children identified as ‘at risk’ for one of the three
social factors studied in Year 1 were reported to be recognised as having SEN (52% for those ‘at
risk for Emotional symptoms, 55% for those ‘at risk’ for Conduct problems and 55% for those ‘at
risk’ for Peer problems).

Characteristics of children identified in different ‘at risk’ categories

Children who were identified as having SEN were more likely to be: boys (61% compared with
52% of all children), have EAL (12.8% compared with 7.5% of all children) and had mothers who
had no qualifications (28% compared with under 18% for all children). Children reported to have
SEN at primary school also had significantly higher scores on the multiple disadvantage index
(over 41% scored on 3 or more factors compared with under 25% of all children). They also
tended to have lower scores for the home learning environment.

Detailed information, about a wide range of child, parent and home environment characteristics
of children at entry to pre-school (age 3+ years), was collected from parent interviews. The
project sought to explore the relationships between these measures and children’s ‘at risk’
classification at different time points. Research has consistently indicated that there are strong
associations between certain factors (such as low SES, low income, mother’s educational level)
and poor cognitive attainment at school (for example, see Essen & Wedge, 1982; Mortimore &
Blackstone, 1982; Mortimore et al,1988; Parsons & Bynner, 1998). The concept of the ‘cycle of
disadvantage’ has been used to describe such associations and patterns of continuing disparities
across generations and between different social groups.

Few large-scale research studies have explored these associations in relation to concepts of ‘at
risk’ status and definitions of SEN at different ages, and changes over time. This project
developed an index of multiple disadvantage, and sought to establish whether this shows good
prediction of ‘at risk’ status. The following shows factors considered within the index:

Table 10.1; Factors in the multiple ‘at risk’ index

Many factors are inter-related (e.g. the mother’s qualification levels and employment status,
father’s SES, family size, premature birth, marital status, one parent family etc.). Therefore, it
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