Children With and Without ‘Additional Educational Needs’ at Key Stage 1 in Six Inner City Schools‐‐teaching and learning processes and policy implications

Abstract

This paper is based on case‐studies of six English inner‐city infant schools and focuses on teaching and learning processes in Year 2 classes. It is concerned in particular with children with ‘additional educational needs'‐‐operationalised here in terms of those with special educational needs (not necessarily statemented) and English language needs. Teachers’ aims are examined, as are their grouping strategies. In terms of provision made, teachers indicated that more individual attention and time was required for children with special educational needs and with English language needs. The findings are discussed in terms of the adequacy of provision for all children in inner city schools with their mixed social and linguistic intakes, and related policy implications. Theoretical implications of the findings are also examined.