· web viewon the recording sheet it is important to record which words a child knows on sight and...

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 1 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

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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?


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.


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


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



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


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


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


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


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.


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



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



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


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


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


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)


Baseline score

ReviewScore

Accurately add and subtract numbers to 10?



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?


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


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


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


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.


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.



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.


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


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


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


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


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.


· web viewon the recording sheet it is important to record which words a child knows on sight and...

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