Studies published in July 2024, led by the Schools of Education at the Universities of Bristol and Swansea, found nearly half (47.9%) of children born in 2002/2003 in Wales were identified with some form of additional learning needs (ALN) at some point during their schooling.
“Researchers analysed data from more than 200 000 children in Wales born between 2002 and 2009 to investigate the levels of SEN and impact on educational achievement. Findings revealed that the earlier the additional needs emerged and were recognised, and the longer their education was spent with these known needs, the less likely they were to meet nationally expected levels of attainment.”[i]
Many factors were found to be involved with socio-economic background playing a major role.
“Learners having free school meals (FSM) throughout their education were found to be four times more likely to be identified with SEN compared to those not in receipt of free meals. Those born in the most deprived neighbourhoods were shown to be even more likely (4.6 times) to be identified with SEN.
The study also showed boys were much (5.5 times) more likely to be identified with SEN than girls. Children with higher school attendance had a lower likelihood of SEN identification and learners born in the summer, so younger in their year group, were three times more likely to be identified with SEN than those born in the autumn.”1
While addressing socio-economic factors for all children is a major challenge, one area historically identified as being involved in lower educational achievement, which does appear to respond to remediation provided in schools, is the area of neuromotor readiness for learning.
A study carried out in Northern Ireland in 2004 involving 674 children across 6 mainstream primary schools assessed markers of neuromotor maturity and compared them to measures of educational attainment. Results revealed a high incidence of immature neuromotor skills in this cohort (48% in children age 5 – 6 years and 35% in children aged 8 – 9 years) and correlation between less mature neuromotor skills and lower levels of educational attainment.[ii]
The study also introduced a daily developmental movement programme into the schools[iii]. Children who participated in the daily movement programme showed significantly improved neuromotor status at the end of the intervention than comparison groups. Those children who were both under-achieving educationally and had immature neuromotor skills at the outset showed improvements in educational measures following intervention.
A similar pilot project carried out in Southern Scotland in 2016-17 found that children in receipt of free school meals were at greater risk of having less well-developed neuromotor skills. Two physical intervention programmes were introduced into schools – one for children under 7 years of age[iv] – and another for children over 7 years of age.3 Both programmes were effective in developing the neuromotor skills of children so that at the end of intervention researchers reported that children in receipt of free school meals had reached a “level playing field” with their peers on physical measures.[v]
While immature neuromotor skills may not be the primary cause of educational under-achievement, assessment of neuromotor skills is one way in which children “at risk” can be identified. Effective physical intervention programmes can be introduced into schools as a daily, class-based activity, helping to make up the gap between children whose neuromotor skills are commensurate with age expectations and those who are not.
Neuromotor maturity matters because it reflects maturity in the functioning of the Central Nervous System (CNS), which supports the physical foundations for learning, from control of posture and balance (needed to sit still and carry our coordinated actions), hand-eye coordination involved in writing, eye movements needed for reading and visual-perception. Children who enter the school system with immature neuromotor skills start their education with a hidden disadvantage. Routine assessment for signs of neuromotor immaturity and the introduction of researched physical programmes into schools could help to reduce the incidence and persistence of some additional learning needs in children.
Although the study carried out by the universities of Bristol and Swansea focused on children in Wales the results mirror similar national findings.
“Evidence from the Education Policy Institute in England also found a high level (40.7%) of SEND (Special Educational Needs and Disability) identification. Other research, published in the British Educational Research Journal, has also shown that children with SEND in England are also far less likely to meet expected learning standards than their peers at Key Stage 1.”1
References
[i] Research reveals nearly half of children in Wales had additional learning needs. University of Bristol Press Release. 24th July. 2024. https://www.bristol.ac.uk/news/2024/july/children-with-additional-learning-needs-research.html
[ii] An evaluation of the pilot INPP movement programme in Primary schools in the North Eastern Education & Library Board, Northern Ireland. Final Report, 2004. Compiled by Brainbox Research Ltd for the North Eastern Education Library Board.
[iii] Goddard Blythe SA, 2012. Assessing Neuromotor Readiness for Learning. The INPP Developmental Screening Test and School Intervention Programme. Wiley-Blackwell. Chichester.
[iv] Better Movers and Thinkers. Education Scotland Resource Package.
[v] Scottish Attainment Challenge - Physical Active Health Intervention. Unpublished Report 2017. North Lanarkshire Health and Well-Being.