For pupils and students with CLD who are working consistently to the early reaches
of the severe learning difficulties spectrum.

• There are no assessment or progress norms for Informal Learners, therefore assessment
  for all learners experiencing CLD will therefore, of necessity, be individualised and ipsative.
• The learner is where the learner is. We have to work with them where they are, and though
  we cannot leave them there, knowing where they are now, is an essential first step.
• Stretch and challenge are hugely important, but first of all each learner must be engaged,
  and that engagement must be active, rather than passive.
• The nature of ‘work’ is highly likely to be different to that understood to be appropriate
  for neuro-typical learners of the same chronological age.
• We are not trying to change the learners, we are trying to
  facilitate and enable their growth.