Specialist Advisory Service

SPECIALIST ADVISORY SERVICE

KEY STAGE TEAM

SEN ASSESSMENT TOOLKIT

PUPIL RECORD BOOK

Pupil Name …………………......

TableofContents

Reading behaviours checklistPage4

Reading observations checklistPage5

Phonological Awareness checklistPage6

Letter Recognition and Phonic record sheet - readingPage7

High frequency words set 1Page9

High frequency words set 2Page10

Writing behaviours checklistPage 11

Writing and spelling observations checklistPage 12

Letter Recognition and Phonic record sheet -writingPage 13

Number checklistPage15

Additional areas of difficulty

• Motor skills checklistPage 19
• Working memory checklistPage 21
• SEMH checklistPage 22
• Speech sound development checklist baselinePage 24
• Speech sound development checklist reviewPage 25
• Speech sound developmentPage 26
• Common problemsPage 27

Pupil Information

Forename: / Surname:
D.O.B. / Age:
School: / NCY:
Recent Test?
Eyes / Yes / No
Ears / Yes / No
Attendance / _____%
Discussion Date 1
Discussion Date 2

Teacher Assessment - over last 3 years

Reading / Writing / Number
Year
Year
Current Year
Any other relevant information
Wider outcomes

Baseline date ………………………. Review date ……………………………………..

ObservationChecklistforReading Behaviours

Thiscan beused byparentsathomeorstaffin school.When observing the pupil please sitoppositethem astheyreadorwrite. Completethisovera numberof sessions.

Type of reading difficulty / Baseline score / Review score
often / seldom / never / often / seldom / never
Does thepupil lose theirplace when reading?
Do theymisread words?
Do theyskip words?
Do theyskip lines?
Do theyskip partsofa sentence?
Do theyrepeataline?
Do they insert words?
Isreading slowand choppy?
Are lettersorwords reversedwhen writing?
Do theyhave problemsunderstandingwhathasbeen read?
Do theypreferreadingindimlight?
Are theyrestless?
Do theyfidget?
Do wordslookblurry?
Do words move,wobble orshake?
Do theyusetheir headto track?
Do theyusetheirfinger to track?
Do theytilt thebookwhen reading?
Do theydislikereadingaloud?
Are there anyother difficulties todo with text?

Observation checklist for Reading

Baseline date……………………..……… Review date…………………………………….

Question / Answer
Baseline score / Review Score
Upper Case / Lower Case
Howmanyinitialsoundscantheyreadfluently? / PCM 1
Howmanyletternamescantheyrecallfluently? / PCM 1
Can they fluentlyreadvcwords,e.g.in? / PCM 2
Can they fluentlyreadcvcwords,e.g.can? / PCM 2
Can they fluentlyreadccvcwords,e.g.stop? / PCM 2
Can they fluentlyreadcvccwords,e.g.cost? / PCM 2
Can they fluentlyreadwordscontainingvowel digraphs? / PCM 3
Can they fluentlyreadpolysyllabicwords? / PCM 3
Howmanyhighfrequencywords can they readonsight? / PCM 4
Howmanyhigh frequencywords can theyreadon 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

Thefollowingdescriptorsare indicatorsofa possible phonologicaldifficulties.

Baseline score / Review score
Often / Seldom / Never / Often / Seldom / Never
Can identify familiar sounds
Can remember and repeat a rhythm
Can hear and say when spoken words rhyme
Can think of words that start with the same sound as a given letter
Can match objects beginning with the same sound
Understands that words which start with same sound generally have the same initial written letter
Can recognise words which rhyme
Understands that words which rhyme often end with the same group of letters
Can generate rhyming strings
Can read and write words in simple rhyming families
Can hear and say all the separate sounds in short spoken words ( oral segmenting)
Can identify how many sounds in a given word
Can orally blend short spoken words
Can clap correct number of syllables in words
Can orally segment words into syllables

LetterRecognition& PhonicRecordSheet (READING)

Include asmuch detailas possibleaboutfluency andhow thewordsare being decodede.g. is thechildsayingg-l-a-d or gl-ad.

Baseline 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 score / Baseline score / Review 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

HighFrequencyWordsSet 1– RecordingSheet

Annotateto show which ones areknown bysightandwhich havebeen 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

HighFrequencyWordsSet 2– RecordingSheet

Annotateto show which ones areknown bysightandwhich havebeen 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 Behaviours

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.

Baselinescore / Review score
Type of writing difficulty / Often / Seldom / Never / 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 lettersorwords reversedwhen writing?
Do theyhave problems reading and understandingwhatthey 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?

ObservationChecklistforWriting and Spelling

Baseline date …………………………………….Review date ……………………………….

Answer
Baseline 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.

LetterRecognition& PhonicRecordSheet (WRITING)

Include asmuch detailas possibleaboutfluency andhow thewordsare being decodede.g. is thechildsayingg-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 score / Baseline score / Review 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 PCM6, 7, 8 and 9

Baseline Score / Review
Score
How far can they rote count accurately?
Sayandusenumber namesinorderin familiar contexts?E.g.Ihave2biscuits.
Countreliablyupto ten everydayobjectsand makesetsaccurately?
Recognise numerals1 to9,0to 10?
Sequencenumbers to10
Writenumbersto10?Giveninrandom order.
Use languagesuchas‘more’or ‘less’,‘greater’ or ‘smaller’tocomparetwo numbers?
Knowthatthereis the samenumberofobjects inagroup, however theyarearranged/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 / Review
Score
Countreliablyatleast 20objects?
Make sets accurately?
Counton and backinones from any small number?
Countin 10’sfromandbacktozero?
Read,write and order numbers from0to at least 20?
Understandandusethe vocabularyof comparing numbersandordering these numbers?
Within therange0to30sayanumber thatis1 or 10moreor less thanagiven 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 / Review
Score
Counton and backin1’sor 10’s fromany2-
digitnumber?
Read,write and order numbers toat least100. Know what eachdigitrepresents(including0 asaplaceholder?
Baseline score / Review
Score
Counton and backin10’s or 100’s, starting
fromany2 or3digitnumber?
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 toat least 1000? Know what eachdigitrepresents(including0 asaplaceholder?
Use decimal notation?
Explain what each digit represents in decimals with up to 2 decimal places?
Baseline score / Review
Score
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 / Review
Score
Accurately addandsubtract numbersto 10?
Accurately addand subtract numbersto 20?
Accurately addandsubtract numbersto 100?
Baseline score / Review
Score
Canrecallnumberbondsto10/20?
Canrecalldoubles to10?
Knowand use halvingastheinverse of doubling?
Knowbyheartsomemultiplicationfacts?
Baseline score / Review
Score
Understandtheoperationof additionandassociatedvocabularyand itsrelationshipto subtraction?
Understandtheoperationof subtractionandassociatedvocabularyand itsrelationshipto addition?
Knowbyheartsomeadditionandsubtractionfacts?
Use writtenmethodsto addwholenumbers?
Use writtenmethodstosubtractwholenumbers?
Use writtenmethodsto adddecimalswithup totwoplaces?
Use writtenmethodstosubtractdecimalswithup totwoplaces?
Baseline score / Review
Score
Understandtheoperationofmultiplicationandtheassociatedvocabularyand itsrelationship toadditionanddivision?
Understandtheoperationof divisionandtheassociatedvocabularyanditsrelationshipto subtractionandmultiplication?
Knowbyheartsomemultiplicationfacts?
Derivethecorrespondingdivisionfacts?
Canusewrittenmethodsto multiplywholenumbers?
Canusewrittenmethodsto carryoutdivision?
Canusetherelationshipbetweenmultiplicationandadditionormultiplicationanddivision?
Baseline score / Review
Score
Canrecogniseandextendnumbersequences?
Cansolveonestepandtwostepproblemsinvolvingwholenumbersandallfour operations?
Usefractionalnotationand recognisetheequivalencebetweenthem?
Canfindfractionsof numbersorquantities?

Additional Areas Of Difficulty

Motor Skills

Thefollowingdescriptorsare indicatorsofa possible motor skills difficulty. Tickone boxforeach statement, to show typical behaviour.

Baseline date…………………………………… Review date …………………………………….

Baseline score / Review score
Descriptors / Often / Seldom / Never / Often / Seldom / Never
Sensory
Difficulty sitting still
Easily distracted
Poor self-esteem, withdrawn, attention seeking
Difficultiescopying from the board
Overly sensitive to light, sound, touch, smell or heat
Avoids writingtask/slow at written tasks
Fine Motor
Immature pencilgrip and control
Workpoorlysetout
Messy or hard to read handwriting
Poor hand-eye co-ordination
Difficulties with fine motor activities: cutting, lacing, threading, building, sewing, colouring
Gross Motor
Clumsy, bumpsintopeople/objects
Poorball skills
Poor balance - right/left leg to count of 10 – is one leg better?
Do armstwistwhenwalking onsidesof feet?
Doestongueprotrudewhenwalkingonsidesoffeet?
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 Skills
Finds 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

WorkingMemory

Thefollowingdescriptorsare indicatorsofa possible working memorydifficulty. Tickone boxforeach statement, to showtypical classroombehaviour.

Baseline score / Review score
Descriptors / Often / Seldom / Never / Often / Seldom / Never
Putshandupto answeraquestion butforgetsthe answer
Reluctant to answerwhen asked aquestion
Findsithardtorememberandfollowinstructions
Carries outonlya part oftheinstructions
Needs instructionsrepeating regularly
Will begin anactivitybut forgetsthe next step
Relies onfriendstoknow whatto do
Cannotexplain whattheyaredoing during anactivity
Frequentlyasksforhelp
Gives upon activities
Needs reminding tousememoryaids
Readingcomprehensionispoor
Needs torereadtexttoanswer questionsaboutit
Writingcontentispoor
Recall ofnumberfactsispoor
Mental mathsskillsare poor
Spellingskillsarestrongerthanreading

Baseline date ………………………………………. Review date …………………………………

Social, Emotional and Mental Health (SEMH)

Thefollowingdescriptorsare indicatorsofa possible SEMH difficulty. Tickone boxforeach statement, to show typical behaviour.

Baseline score / Review score
Descriptors / Often / 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- control
e.g. moods remain relatively stable, does not have frequent mood swings, is patient, is not easily flustered, is not touchy.
Conduct behaviour
Behaves respectfully towards staff
e.g. respects staff and answers them politely, does not interrupt or deliberately annoy, does not show verbal aggression.
Shows respect to other pupils
e.g. interacts with other pupils politely and thoughtfully, does not tease, call names, swear, use psychological intimidation.
Only interrupts and seeks attention appropriately
e.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 peaceable
e.g. is not physically aggressive, avoids fights, is pleasant to other pupils, is not cruel or spiteful, does not strike out in temper.
Respects property
e.g. values and looks after property, does not damage or destroy property, does not steal.
Learning behaviour
Is attentive and has an interest in schoolwork
e.g. is not easily distracted, completes work, keeps on task and concentrates, has good motivation, shows interest, enjoys schoolwork
Good learning organisation
e.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 group
e.g. takes part in discussions, contributes readily to group tasks, listens well in groups, works collaboratively.
Seeks help where necessary
e.g. can work independently until there is a problem that cannot be solved without the teacher’s intervention.

Speech and Language checklist

STEP 1COMPLETE 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 / M
knife / N
pen / P
ball / B
wheel / W
2.6-4.0yrs / table / T
door / D
key / K
girl / G
2.6-4.6yrs / feet / F
sock / S
3.0-5.0yrs / shoe / Sh
chair / Ch
jug / j
van / v
zip / z
spoon / sp
5.0-7.0yrs / thumb* / th
ring* / r
lamp* / l
tree / tr
yoghurt / y
plane / pl

Speech sound checklist (To be used with PCM 10) Review date…………………

Sound correct between ages / word / sound checked / tick/cross / Comment
1.6 – 3.0yrs / man / M
knife / N
pen / P
ball / B
wheel / W
2.6-4.0yrs / table / T
door / D
key / K
girl / G
2.6-4.6yrs / feet / F
sock / S
3.0-5.0yrs / shoe / Sh
chair / Ch
jumping / j
van / v
zip / z
spoon / sp
5.0-7.0yrs / thumb* / th
ring* / r
lamp* / l
tree / tr
yoghurt / y
plane / 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 -
• The child may have a speech sound problem.
• However speech sound development can vary for each individual child.
• 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 to
2 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 developing
E.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