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SPECIALIST ADVISORY SERVICEKEY STAGE TEAM
SEN ASSESSMENT TOOLKIT
PUPIL RECORD BOOK
Pupil Name ………………….......
T ab le of Conte nts
Reading behaviours checklist Page 4
Reading observations checklist Page 5
Phonological Awareness checklist Page 6
Letter Recognition and Phonic record sheet - reading Page 7
High frequency words set 1 Page 9
High frequency words set 2 Page 10
Writing behaviours checklist Page 11
Writing and spelling observations checklist Page 12
Letter Recognition and Phonic record sheet -writing Page 13
Number checklist Page 15
Additional areas of difficulty
Motor skills checklist Page 19 Working memory checklist Page 21 SEMH checklist Page 22 Speech sound development checklist baseline Page 24 Speech sound development checklist review Page 25 Speech sound development Page 26 Common problems Page 27
Pupil Information
Forename: Surname:D.O.B. Age:School: NCY:
Recent Test?Eyes Yes / NoEars Yes / No
Attendance _____%
Discussion Date 1Discussion Date 2
Teacher Assessment - over last 3 years
Reading Writing NumberYearYearCurrent Year
Any other relevant information
Wider outcomes
3SPECIALIST ADVISORY SERVICE KEY STAGE TEAM
Baseline date ………………………. Review date ……………………………………..
O bservati on Checkli st f or Readi ng Behavi ours
This can be used by parents at home or staff in school. When observing the pupil please sit opposite them as they read or write. Complete this over a number of sessions.
Type of reading difficulty Baseline score Review score
often seldom never often seldom never
Does the pupil lose their place when reading?Do they misread words?
Do they skip words?
Do they skip lines?
Do they skip parts of a sentence?
Do they repeat a line?
Do they insert words?
Is reading slow and choppy?
Are letters or words reversed when writing?Do they have problems understanding what has been read?Do they prefer reading in dim light?
Are they restless?
Do they fidget?
Do words look blurry?
Do words move, wobble or shake?
Do they use their head to track?
Do they use their finger to track?
Do they tilt the book when reading?
Do they dislike reading aloud?
Are there any other difficulties to do with text?
4SPECIALIST ADVISORY SERVICE KEY STAGE TEAM
Observation checklist for Reading
Baseline date……………………..……… Review date…………………………………….
Question Answer Baseline score Review Score
Upper Case Lower Case
How many initial sounds can they read fluently?
PCM 1
How many letter names can they recall fluently?
PCM 1
Can they fluently read vc words, e.g. in? PCM 2
Can they fluently read cvc words, e.g. can? PCM 2
Can they fluently read ccvc words, e.g. stop? PCM 2
Can they fluently read cvcc words, e.g. cost? PCM 2
Can they fluently read words containing vowel digraphs?
PCM 3
Can they fluently read polysyllabic words? PCM 3
How many high frequency words can they read on sight? PCM 4
How many high frequency words can they read on sight? PCM 5
On the recording sheet it is important to record which words a child knows on sight and which ones they have broken down into individual letters.
Tick the work if the child is able to say the word without needing to break it up.Use a cross X if they cannot read the word at all.
Use D if they need to decode, noting how much they broke up the word.
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Phonological Awareness
The following descriptors are indicators of a possible phonological difficulties.
Baseline score Review scoreOften Seldo
mNever Often Seldom Never
Can identify familiar sounds
Can remember and repeat a rhythmCan hear and say when spoken words rhymeCan think of words that start with the same sound as a given letterCan match objects beginning with the same soundUnderstands that words which start with same sound generally have the same initial written letterCan recognise words which rhymeUnderstands that words which rhyme often end with the same group of lettersCan generate rhyming stringsCan read and write words in simple rhyming familiesCan hear and say all the separate sounds in short spoken words ( oral segmenting)Can identify how many sounds in a given wordCan orally blend short spoken wordsCan clap correct number of syllables in wordsCan orally segment words into syllables
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Letter Rec og ni ti on & Phoni c Rec ord Shee t (READING)
Include as much detail as possible about fluency and how the words are being decoded e.g. is the child saying g-l-a-d or gl-ad.
Baseline date………............................................ Review date………………………………………
Letter Soundsf i l r t v h J p k e b s d o
w x m q z y n G u c a ch th qu sh
F I L R T V H J P K E B S D O
W X M Q Z Y N G U C A
Letter namesf i l r t v h J p k e b s d o
w x m q z y n G u c a ch th qu sh
F I L R T V H J P K E B S D O
W X M Q Z Y N G U C A
Baseline score
Review score
Baseline score
Review
scoreBaseline
scoreRevie
w score
Baseline score
Review score
in can drip milk
at sit glad rang
up pen flit send
on hot stop cost
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Baseline score
Review score
Baseline score
Review score
Baseline score
Review score
Baseline score
Review score
teeth pole paw mate
slime roam train boot
boil pause might down
pillow stew flower ready
Baseline score
Review score
Baseline score
Review score
Baseline score
Review score
beginner forgotten invention
unhappy restarting exactly
8SPECIALIST ADVISORY SERVICE KEY STAGE TEAM
H igh F reque n c y W ords Set 1 – Re c o rd i ng S heet
Annotate to show which ones are known by sight and which have been decoded.
Baseline date: Score Review date: Score
Baseline score
Review score
Baseline score
Review score
Baseline score
Review score
The and a
To said in
He I of
It was you
they on she
Is or at
His but that
with all we
Can are up
Had my her
what there out
This have went
Be like some
So not then
were go little
As no mum
One them
9SPECIALIST ADVISORY SERVICE KEY STAGE TEAM
H igh F reque n c y W ords Set 2 – Re c o rd i ng S heet
Annotate to show which ones are known by sight and which have been decoded.
Baseline date: Score Review date Score
Baseline score
Review score
Baseline score
Review score
Baseline score
Review score
Do me down
dad big when
it’s see looked
very look don’t
come will into
back from children
Him Mr get
just now came
Oh about got
their people your
put could house
Old too by
day made time
I’m if help
Mrs called here
Off asked saw
make an
Observation Checklist for Writing Behaviours10
SPECIALIST ADVISORY SERVICE KEY STAGE TEAM
Baseline date …………………………. Review date ……………………………………
This can be used by parents at home or staff in school. When observing the pupil please sit opposite them as they write. Fill this in over a number of sessions.
Baseline score Review scoreType of writing difficulty Often Seldo
mNever Often Seldom Never
Do they hold a pencil using a correct tripod grip?Do they sit letters correctly on the line when writing?Do they use correct ascenders and descenders?Do they apply appropriate pencil pressure to the paper?Do they form letters correctly with entry and exit strokes?Do they form letters of an appropriate size?Are letters or words reversed when writing?Do they have problems reading and understanding what they have written?Do they leave spaces between words?Do they miss out words when writing?Do they write from left to right, starting at the margin?Do they use cursive script?Do they have a difficulty crossing the mid-line?Do they have difficulty copying accurately?Do they make strange spelling mistakes?Do they take an above average time over written work?Are they restless and fidgety when writing?Do they use appropriate punctuation?Does their writing make sense?Do they dislike written activities?
Any other observations?
O bservati on Checkli st f or Writing and Spelling 11
SPECIALIST ADVISORY SERVICE KEY STAGE TEAM
Baseline date …………………………………….Review date ……………………………….
AnswerBaseline score Review score
How many letter names and/or sounds can they name correctly?How many graphemes can they write – randomly dictated?How many cv words can they spell?
How many cvc words can they spell?
How many ccvc words can they spell?
How many ccvc words can they spell?
How many polysyllabic words can they spell?
How many of the high frequency words from Set 1 can they spell?How many of the high frequency words from Set 2 can they spell?
Please attach all copies of the above written assessments.
Please attach a copy of a recent typical piece of unaided writing.
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Letter Rec og ni ti on & Phoni c Rec ord Shee t (WRITING)
Include as much detail as possible about fluency and how the words are being decoded e.g. is the child saying g-l-a-d or gl-ad.
Initial date………........................................ Review date…………………………………
Letter sounds
f i l r t v h J p K e b s d o
w x m q z y n G u C a ch th qu sh
F I L R T V H J P K E B S D O
W X M Q Z Y N G U C A
Letter Names
f i l r t v h J p K e b s d o
w x m q z y n G u C a ch th qu sh
F I L R T V H J P K E B S D O
W X M Q Z Y N G U C A
Baseline score
Review score
Baseline score
Review
scoreBaseline
scoreRevie
w score
Baseline score
Review score
in can drip milk
at sit glad rang
up pen flit send
on hot stop cost
13SPECIALIST ADVISORY SERVICE KEY STAGE TEAM
Baseline score
Review score
Baseline score
Review score
Baseline score
Review score
Baseline score
Review score
teeth pole paw mate
slime roam train boot
boil pause might down
pillow stew flower ready
Baseline score
Review score
Baseline score
Review score
Baseline score
Review score
beginner forgotten invention
unhappy restarting exactly
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Number Check List
Baseline date ………………………… Review date …………………
Please see PCM 6, 7, 8 and 9
Baseline Score
ReviewScore
How far can they rote count accurately?
Say and use number names in order in familiar contexts? E.g. I have 2 biscuits.Count reliably up to ten everyday objects and make sets accurately?Recognise numerals 1 to 9, 0 to 10?
Sequence numbers to 10
Write numbers to 10? Given in random order.
Use language such as ‘more’ or ‘less’, ‘greater’ or ‘smaller’ to compare two numbers?Know that there is the same number of objects in a group, however they are arranged/rearranged?Know halving as the inverse of doubling?
Say a number that is 1 or 10 more than a given number to 100?Say a number that is 1 or 10 more than a given number to 1000?
Baseline score
ReviewScore
Count reliably at least 20 objects?
Make sets accurately?
Count on and back in ones from any small number?
Count in 10’s from and back to zero?
Read, write and order numbers from 0 to at least 20?
Understand and use the vocabulary of comparing numbers and ordering these numbers?Within the range 0 to 30 say a number that is 1 or 10
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more or less than a given number?Say a number that is 1 or 10 more than a given number to 100?Say a number that is 1 or 10 more than a given number to 1000?
Baseline score
ReviewScore
Count on and back in 1’s or 10’s from any 2-digit number?Read, write and order numbers to at least 100. Know what each digit represents (including 0 as a place holder?
Baseline score
ReviewScore
Count on and back in 10’s or 100’s, starting from any 2 or 3 digit number?
Count in 2’s, 5’s, and 10’s to at least 100?
Count on and back in 10’s or 100’s starting from any 3 digit number?
Read, write and order numbers to at least 1000? Know what each digit represents (including 0 as a place holder?Use decimal notation?
Explain what each digit represents in decimals with up to 2 decimal places?
Baseline score
ReviewScore
Partition whole numbers into thousands, hundreds then and ones?
Partition whole numbers and decimals (to 2 decimal places)
Round whole numbers and decimals (to 2 decimal places)
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Baseline score
ReviewScore
Accurately add and subtract numbers to 10?
Accurately add and subtract numbers to 20?
Accurately add and subtract numbers to 100?
Baseline score
ReviewScore
Can recall number bonds to 10/20?
Can recall doubles to 10?
Know and use halving as the inverse of doubling?
Know by heart some multiplication facts?
Baseline score
ReviewScore
Understand the operation of addition & and associated vocabulary and its relationship to subtraction?Understand the operation of subtraction and associated vocabulary and its relationship to addition?Know by heart some addition and subtraction facts?
Use written methods to add whole numbers?
Use written methods to subtract whole numbers?
Use written methods to add decimals with up to two places?Use written methods to subtract decimals with up to two places?
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Baseline score
ReviewScore
Understand the operation of multiplication and the associated vocabulary and its relationship to addition and division?Understand the operation of division and the associated vocabulary and its relationship to subtraction and multiplication?Know by heart some multiplication facts?
Derive the corresponding division facts?
Can use written methods to multiply whole numbers?
Can use written methods to carry out division?
Can use the relationship between multiplication and addition or multiplication and division?
Baseline score
ReviewScore
Can recognise and extend number sequences?
Can solve one step and two step problems involving whole numbers and all four operations?Use fractional notation and recognise the equivalence between them?Can find fractions of numbers or quantities?
Additional Areas Of Difficulty
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Motor Skills
The following descriptors are indicators of a possible motor skills difficulty. Tick one box for each statement, to show typical behaviour.Baseline date…………………………………… Review date …………………………………….
Baseline score Review score
DescriptorsOften Seldom Never Often Seldom Never
Sensory
Difficulty sitting still
Easily distracted
Poor self-esteem, withdrawn, attention seeking
Difficulties copying from the board
Overly sensitive to light, sound, touch, smell or heat
Avoids writing task/slow at written tasks
Fine Motor
Immature pencil grip and control
Work poorly set out
Messy or hard to read handwriting
Poor hand-eye co-ordination
Difficulties with fine motor activities: cutting, lacing, threading, building, sewing, colouringGross Motor
Clumsy, bumps into people/objects
Poor ball skills
Poor balance - right/left leg to count of 10 – is one leg better?Do arms twist when walking on sides of feet?
Does tongue protrude when walking on sides of feet?Struggles with team games
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Descriptors Often Seldom Never Often Seldom Never
Social Skills
Poor eye contact
Slow to process information
Makes and keeps friends
Prefers adult company
Independence and Personal Organisation Skills
Finds dressing and undressing difficult
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Independence and Personal Organisation SkillsFinds dressing and undressing difficult
Slow to change for PE (may try to avoid it – forgets kit)Forgets books/equipment, dinner money, messages etc.
Finds it difficult to select equipment for a task
Gets lost around school
Disorganised, loses work/letters
Worki ng M emory
The following descriptors are indicators of a possible working memory difficulty. Tick one box for each statement, to show typical classroom behaviour.
Baseline score Review score
Descriptors Often Seldom Never Often Seldom Never
Puts hand up to answer a question but forgets the answer
Reluctant to answer when asked a question
Finds it hard to remember and follow instructions
Carries out only a part of the instructions
Needs instructions repeating regularly
Will begin an activity but forgets the next step
Relies on friends to know what to do
Cannot explain what they are doing during an activity
Frequently asks for help
Gives up on activities
Needs reminding to use memory aids
Reading comprehension is poor
Needs to reread text to answer questions about it
Writing content is poor
Recall of number facts is poor
Mental maths skills are poor
Spelling skills are stronger than reading
Baseline date ………………………………………. Review date …………………………………Social, Emotional and Mental Health (SEMH)
The following descriptors are indicators of a possible SEMH difficulty. Tick one box for each statement, to show typical behaviour.
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Baseline score Review score
DescriptorsOften Seldom Never Often Seldom Never
Has empathy e.g. is tolerant of others, shows understanding and sympathy, is considerate.
Is socially aware e.g. interacts appropriately with others, is not a loner or isolated, reads social situations well. Is happy e.g. has fun when appropriate, smiles, laughs, is cheerful, is not tearful or depressed. Is confident e.g. is not anxious, has high self-esteem, is relaxed, does not fear failure, is not shy, is not afraid of new things, is robust.
Is emotionally stable and shows self- controle.g. moods remain relatively stable, does not have frequent mood swings, is patient, is not easily flustered, is not touchy.
Conduct behaviourBehaves respectfully towards staffe.g. respects staff and answers them politely, does not interrupt or deliberately annoy, does not show verbal aggression.Shows respect to other pupilse.g. interacts with other pupils politely and thoughtfully, does not tease, call names, swear, use psychological intimidation.Only interrupts and seeks attention appropriatelye.g. behaves in ways warranted by the classroom activity, does not disrupt unnecessarily, or distract or interfere with others, does not pass notes, talk when others are talking, does not seek unwarranted attention.
Baseline date………………………………….. Review date ………………………………
Conduct behaviour (continued)
Is physically peaceablee.g. is not physically aggressive, avoids fights, is pleasant to other pupils, is not cruel or spiteful, does not strike out in temper.
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Respects propertye.g. values and looks after property, does not damage or destroy property, does not steal.
Learning behaviourIs attentive and has an interest in schoolworke.g. is not easily distracted, completes work, keeps on task and concentrates, has good motivation, shows interest, enjoys schoolworkGood learning organisatione.g. works systematically, at a reasonable pace, knows when to move on to the next activity or stage, can make choices, is organised.
Works efficiently in a groupe.g. takes part in discussions, contributes readily to group tasks, listens well in groups, works collaboratively.
Seeks help where necessarye.g. can work independently until there is a problem that cannot be solved without the teacher’s intervention.
Speech and Language checklist
STEP 1 COMPLETE THE SPEECH SOUND CHECKLIST
Show the child the pictures (PCM 10) and ask the child to name them one by one. Put a tick on the chart next to each word the child says correctly. If the child says the wrong
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sounds put a cross and write the word as they say it in the comment column e.g. target word cat - child says ‘tat’
Look at the ages on the left hand side of the chart.
Does the child’s level of speech sound skills match their actual age?
No – go to step 2
A checklist has been provided for both baseline and review assessments
Baseline date ………………………………
Step 1 - Speech sound checklist
Sound correct
between ages
word sound checked tick/cross Comment
1.6 – 3.0yrs man Mknife Npen Pball B
wheel W2.6-4.0yrs table T
door Dkey Kgirl G
2.6-4.6yrs feet Fsock S
3.0-5.0yrs shoe Shchair Chjug jvan vzip z
spoon sp5.0-7.0yrs thumb* th
ring* rlamp* ltree tr
yoghurt yplane pl
Speech sound checklist (To be used with PCM 10) Review date…………………
Sound word sound checked tick/cross Comment24
SPECIALIST ADVISORY SERVICE KEY STAGE TEAM
correct between
ages1.6 – 3.0yrs man M
knife Npen Pball B
wheel W2.6-4.0yrs table T
door Dkey Kgirl G
2.6-4.6yrs feet Fsock S
3.0-5.0yrs shoe Shchair Ch
jumping jvan vzip z
spoon sp5.0-7.0yrs thumb* th
ring* rlamp* ltree tr
yoghurt yplane pl
STEP2 - SPEECH SOUND DEVELOPMENT
25SPECIALIST ADVISORY SERVICE KEY STAGE TEAM
This will help to give you an idea of the age children start to use different speech sounds. Look at the sound checklist you have completed and compare with the development list.
Does the child’s level of speech sound skills match their actual age?
No - o The child may have a speech sound problem. o However speech sound development can vary for each individual child. o The common problems section provides information on when speech sound
problems are within normal limits and when they require a Speech and Language Therapy Referral.
Age Stage of Development Most Common Sounds Present
Up to2 years
Wide variety of consonant- vowel combinations
Sound system extending but still some simplifications
p, b, t , d, m, n, w
↓2-3 years
Development of high frequency sounds and sounds
made at the back of the mouth e.g. k, g
p, b, t, d, m, n, w, s, f, k, g
↓3-4 years
All vowel sounds present p, b, t, d, m, n, w, s, f, sh, y, h, k, g
↓4-5 years
Sound clusters developingE.g. sp, fl, cr
p, b, t, d, m, n, w, s, f, sh, y, h,l, k, g, ch, j, z, v
↓5-6 years
Using most sounds correctly except ‘th’ and ‘r’
Still some difficulties with clusters and multi-syllabic
words e.g. Escalator
p, b, t, d, k, g, m, n, w, s,f, sh, y, h, l, ch, j, r, th
STEP 3 - COMMON PROBLEMS
Is the child’s speech sound skills within normal limits for their age?
Yes – you can use the general strategies provided to support the child’s speech and communication skills
26SPECIALIST ADVISORY SERVICE KEY STAGE TEAM
NO – o Go to the strategies section to find ways to support the child’s speech and
communication skills in the classroom. o Consider a referral to speech and language therapy (please include a copy of the
speech sound checklist with the referral).
k/t confusion should have resolved by end ofReception year
t/s f/p confusion should have resolved by end ofReception Year
Problems with sounds at the ends of words
Ok until halfway through reception year
Problems with blends Ok until end of year 1Problems with ‘sh’ and ‘ch’ Ok until end of year 1Problems with ‘l’ Ok until end of year 1Problems with ‘th’ 5 years +Problems with ‘s’ (as in measure) 6 years +Lisp (s sound produced with tongue between front teeth)
7 years +
/th/ /f/ /r/ /w/ / l/ /y/ thumb fumb rabbit wabbit lamp yamp
May still be present up to 7 years
Common Immaturities:
Misses the ends off words – pi for pig – bu for bus Doubling of syllables – bitbit for biscuit Using ‘front’ sounds for ‘back’ sounds or vice versa – tat for cat or key for tey Using ‘short’ sounds for ‘long’ sounds –pour for four, deben for seven Uses easier sounds /s/for/sh/ - Sue for shoe. Reduces consonant blends /sp/to/p/ - poon for spoon Reduces consonant blends – pane/lane for plane Uses /r/ for /w/ - wed for red
Children who make more usual errors or inconsistent errors need to be discussed with the Speech and Language Therapist or SENCo.
27SPECIALIST ADVISORY SERVICE KEY STAGE TEAM
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