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The extent to which an individual child has achieved educational goals, such as performance on school attainment tests or whether they meet educational standards.
Range of delays or difficulties in the development of physical, sensory, cognitive, communicative or social and emotional skills. Developmental problems may be transitory or may extend into childhood and adolescence.
Academic or vocational training that is taken after secondary education but that is not part of higher education in the UK.
Academic or vocational training offered by a university or college of higher education that typically results in an undergraduate or postgraduate degree or diploma.
A set of subjects and standards used by schools in the UK to ensure that all children learn the same thing. The national curriculum covers what subjects should be taught and the standards children should reach in each subject.
A school in which children receive compulsory education from age 5 to 11 years. In the UK, this comprises a reception year for children aged 4 to 5 years, and Years 1 to 6 of formal education. Year 6 is the final year attended by children aged 10 to 11 years.
A school in which young people receive compulsory education from age 11 to 16 years. In the UK, this comprises Years 7 to 11 of formal education. Year 11 is the final year attended by children aged 15 to 16 years.
|Special Educational Needs||
Learning difficulties or disabilities that make it harder for a child to learn than other children of a similar age.
|Key Stage 1||
The UK National Curriculum is divided in to four Key Stages for different year groups. Key Stage 1 is taught in primary school years 1 and 2 to children aged 5 to 7 years.
|Key Stage 2||
The UK National Curriculum is divided in to four Key Stages for different year groups. Key Stage 2 is taught in primary school years 3, 4, 5 and 6 to children aged 7 to 11 years.
|Key Stage 3||
The UK National Curriculum is divided in to four Key Stages for different year groups. Key Stage 3 is taught in secondary school years 7, 8 and 9 to children aged 11 to 14 years.
|Key Stage 4||
The UK National Curriculum is divided in to four Key Stages for different year groups. Key Stage 4 is taught in secondary school years 10 and 11 to children aged 14 to 16 years.
By completing this resource you will be able to:
- To understand that children born preterm are at risk of special educational needs and poor academic attainment
- To identify which school subjects children born preterm are most likely to struggle with
This resource was developed by:
We would like to thank the following people who all helped in the development of this resource:
Content authors: Samantha Johnson, Sarah Clayton, Lucy Cragg, Camilla Gilmore, Rose Griffiths, Neil Marlow, Victoria Simms.
Technical developers: Heather Wharrad, Aaron Fecowycz, Lydia Jones, Mike Taylor.
Content reviewers: Dr Jonathan Cusack, Consultant Neonatologist, University Hospitals of Leicester NHS Trust; Alison Brown, Teacher; Olivia Smith, Teacher.
Acknowledgements: With thanks to the participants of the PRISM-2 Study Stakeholder Workshop for their role in co-designing this resource.
Funding: The development of this resource was funded by Action Medical Research
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Cooke, R. W. I. (2004). Health, lifestyle, and quality of life for young adults born very preterm. Archives of Disease in Childhood, 89(3), 201-206. doi: 10.1136/adc.2003.030197
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Johnson, S., & Marlow, N. (2016). Early and long-term outcome of infants born extremely preterm. Archives of disease in childhood, 102, 97-102. doi: 10.1136/archdischild-2015-309581
MacKay, D. F., Smith, G. C. S., Dobbie, R., & Pell, J. P. (2010). Gestational Age at Delivery and Special Educational Need: Retrospective Cohort Study of 407,503 Schoolchildren. PLOS Medicine 7(6): e1000289. doi: 10.1371/journal.pmed.1000289
Quigley, M. A., Poulsen, G., Boyle, E., Wolke, D., Field, D., Alfirevic, Z., & Kurinczuk, J. J. (2012). Early term and late preterm birth are associated with poorer school performance at age 5 years: a cohort study. Archives of Disease in Childhood-Fetal and Neonatal Edition, 97(3), F167-F173. doi: 10.1136/archdischild-2011-300888
Simms, V., Gilmore, C., Cragg, L., Clayton, S., Marlow, N., & Johnson, S. (2015). Nature and origins of mathematics difficulties in very preterm children: a different etiology than developmental dyscalculia. Pediatric research, 77(2), 389. doi: 10.1038/pr.2014.184