As part of the Graduated Approach recommended in the Code of Practice (2014), we offer a range of assessment and advice to support schools to ensure the necessary adaptations and interventions are in place to support progress.

Informal Observation – this can be a good starting point allowing an opportunity to discuss a pupil/group of students and plan next steps of support. This can be achieved through discussion, a book scrutiny or observation (parental permission must be sought).  1 hour +

Initial assessment– the content of this may vary depending upon the pupil’s age and needs. It may involve informal assessments and observation or, for older pupils, an assessment of literacy and/or maths skills. An initial assessment may also be useful for a referral to other agencies including Speech and Language Therapy, Occupational Therapy and Meadow Centre (Autism diagnosis). A report will be written detailing observations and recommendations.  3 hours +

Monitoring of Progress –following assessment and a period of intervention we recommend a monitoring of progress in order to determine next steps. This also may be beneficial for pupils with an existing EHCP or for pupils at SEN support to ensure the implementation and adaptation of appropriate learning strategies. A written report is included.  2.5 hours +

Focused assessment – a range of standardised assessments are used to further understand a pupil’s strengths and weaknesses in learning. This may include the use of assessments to further understand a pupil’s cognitive abilities, phonological processing skills, visual perceptual skills, auditory processing skills, literacy and maths skills. A report is produced in order to provide school, parents and other external agencies further information about the pupil, with detailed recommendations to support the child’s learning in class and suggest suitable interventions.  5 hours +

Dyslexia/Dyscalculia assessment –  a range of standardised assessments (as above) are used to further understand a pupil’s strengths and weaknesses in learning and consider whether this may suggest the presence of a specific learning difficulty e.g. dyslexia/dyscalculia.  The further use of additional assessments may be used to ascertain the presence or absence of a specific learning difficulty and where appropriate a diagnosis is provided  7 hours

Parental involvement– we feel it is vital to ensure parents/carers feel fully involved in their child’s education and in understanding their needs. We recommend for all assessments we meet with parents (this is included in the hours stated for initial assessment and focused assessment).

In addition, schools have also commented that they find a meeting following assessment useful in order to explain the report to the parents and to allow school to explain the support they will be offering the pupil.  Hours Negotiable

Attendance at reviews – support from a specialist teacher at review meetings. This can include Annual Reviews of Statement/EHCP and termly SEN support reviews.