Transfer from primary school to secondary school
Table 4 Percentage of children in each cohort for Key Stage 2 SATS
|
Key stage 2 |
Cohort |
Absent |
Not entered |
Below level |
Level 2 |
Level 3 |
Level 4 |
Level 5 |
|
English |
SSLD |
1.7 |
10 |
45 |
1.7 |
28.3 |
10 |
3.3 |
|
Typical |
0 |
0 |
0 |
0 |
7.5 |
57.5 |
35 | |
|
N=131 |
SEN |
0 |
6.5 |
38.7 |
0 |
41.9 |
9.7 |
3.2 |
|
Maths |
SSLD |
1.7 |
10 |
30 |
5 |
35 |
17 |
1.7 |
|
Typical |
0 |
0 |
2.5 |
0 |
15 |
53 |
28 | |
|
N=131 |
SEN |
3.2 |
9.7 |
26 |
0 |
43 |
13 |
3.2 |
|
Science |
SSLD |
3.3 |
9.8 |
25 |
1.6 |
18 |
36 |
6.6 |
|
Typical |
0 |
0 |
0 |
0 |
5 |
50 |
45 | |
|
N=132 |
SEN |
0 |
6.5 |
23 |
0 |
23 |
45 |
3.2 |
i Practitioners, policy makers and researchers use a range of different terms to describe this population
(see Lindsay, Dockrell, Mackie and Letchford, 2002). Moreover, a range of terms are used in Europe
(dysphagia) and North America (USA: SLI, or in parts of Canada: dysphagia) and more recently
primary language disorder (Tomblin et al., 2003). The population is heterogeneous with the specific
nature of their problems residing with one or more subcomponents of the language system. We use the
term Specific speech and language difficulty in this paper to reflect the term used by UK practitioners.
30
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