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Help for early years providers : SEND assessment guidance and resources

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The resources have been developed by Dingley’s Promise in collaboration with the Department for Education.

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FREE TRIAL from Speech & Language Link (3 assessments Primary or 15 Secondary) - 4 weeks access to assessment, resources & intervention

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FREE TRIAL from Speech & Language Link (3 assessments Primary or 15 Secondary) - 4 weeks access to assessment, resources & intervention

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Free 4-week trial of Speech and Language Link for schools. Access assessments, intervention resources, and support. Sign up today!

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Identification of need and inclusive provision - Identification of needs descriptors in educational settings (INDES) - Norfolk Schools and Learning Providers - Norfolk County Council

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Spelling Profile Assessment (SPA) a New Spelling Test for English Primary School Children; Standardisation.

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We present the design, validation and administration of a new single-word spelling battery that includes: part a. irregular words (e.g., 'yacht'), regular words (e.g., trap), and pseudowords (e.g., knep) (N=87), but also part b. a morphological spelling test with twenty real words (twenty affixes/seven suffixation rules) and twenty pseudowords (mirroring the morphological rules of the real words) (N=40).

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3.2 Social Communication and Interaction Identifying Needs

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3.1 Speech Language and Communication Identifying Needs

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PEaSS - Identifying Needs - Physical Needs

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PEaSS - Identifying Needs - Physical Needs

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3.5 Physical and Sensory Physical Needs Identifying Needs

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SPA_SPELLING TEST ADMINISTRATION AND SCORING

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Welcome to the DCDQ website

The Developmental Coordination Disorder Questionnaire (DCDQ) is a brief parent questionnaire designed to screen for coordination disorders in children, aged 5 to 15 years.

It was originally developed in the late 90's at the Alberta Children's Hospital, Calgary, Canada. Through further study with a population-based sample, a revision was developed, - sometimes referred to as the DCDQ'07 or as the DCD-Q.

Download the DCDQ with a brief Administration and Scoring guide.

Review of the full Administration Manual with evidence of psychometric properties is recommended. Download Administration Manual

A little bit about the DCDQ

The DCDQ is intended for use with 5 - 15 year old children. The questionnaire was studied with the parents of 287 children who were typically developing. Logistic regression modelling was used to generate separate cut-off scores for three age groups (overall sensitivity = 85%; overall specificity = 71%).

The DCDQ was then compared to other standardized measures in a sample of 232 clinically-referred children. Differences in scores on the DCDQ between children with and without coordination problems provide evidence of construct validity. Concurrent validity was evident with the MABC and with the VMI.

The DCDQ can be considered a valid clinical screening tool for children who have coordination challenges.

The Little Developmental Coordination Questionnaire is a parent report measure that screens for motor coordination difficulties in 3- and 4- year old children.

It consists of 15 items, which group into two distinct factors:

1. Gross motor skills

2. Fine motor skills

The Little DCDQ measures functional skills in several contextual areas across home and preschool environments and during play activities.

Pricing and Ordering

The DCDQ and some translations have been available free-of-charge. Due to the costs of maintaining this website and in order to support further validation of all versions of the DCDQ, we are charging a nominal fee for purchase of the Little DCDQ-CA:

$50 CAD for the Little DCDQ

all other versions of the DCDQ remain free-of-charge

Copyright, Reproduction and Distribution

All questionnaires, manuals and reports are available for use with the following restrictions:

All content should be produced in its entirety, without modification or exclusions

Reproductions must include all references to authors, copyright information and this website address

There must be no charge for provision of these materials

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Parent Questionnaire Designed to Screen for Coordination Disorders in Children - DCDQ - The Developmental Coordination Disorder Questionnaire

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The Developmental Coordination Disorder Questionnaire (DCDQ) is a brief parent questionnaire designed to screen for coordination disorders in children, aged 5 to 15 years. It was originally developed in the late 90's at the Alberta Children's Hospital, Calgary, Canada. Through further study with a population-based sample, a revision was developed, - sometimes referred to as the DCDQ'07 or as the DCD-Q.

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We support children and young people with functional aspects of daily living (or 'occupations'). These include self-care (for example dressing, eating a meal or bathing), being productive (joining in at nursery or school), and leisure (playing or hobbies).

We work alongside other professionals such as teachers, physiotherapists, speech and language therapists, nurses and paediatricians

Who it's for

We work with children and young people from birth up to 18 (19 in complex needs schools) and their families who have difficulties with functional activities due to illness, disability or coordination skills. The aim of occupational therapy is to improve independence and quality of life.
Premature baby follow up and Preschool children
Babies born before 33 weeks gestation are routinely referred to occupational therapy as part of their follow up. They are seen in clinic and support is given around development, play and useful baby equipment to support them.

Other preschool children with functional developmental difficulties are seen in clinic but may also require home or nursery visits.
Physical Disabilities and Illness
Children who are having functional difficulties because of a physical disability or illness are seen by an occupational therapist in the location most suited to the difficulties experienced.

For example, if a child is having difficulty eating their tea at home because they cannot sit up without support, we would usually come and see them at home. This allows us to see the actual difficulties they are having, as sometimes, minor changes can make a big difference to how they are able to complete an activity.

We will often need to see these children in more than one place to get a full picture of their needs and may also see them in a clinic depending on what they need.
Coordination and Fine Motor Difficulties
Children who are having difficulties caused by their coordination or hand skills are seen in a clinic. This allows us to complete standardised assessments in a suitable environment and means we can discuss your concerns away from the distractions of home or school. Before we see a school-age child with these difficulties, you will need to demonstrate that you have tried to resolve the difficulties at home and school. Full details of how you can do this are in our Pre-Referral Pack.

Pre-school children may be referred without completing this programme but could benefit from completing activities from it whilst waiting for their appointment.
Child-specific moving and handling in schools
We provide child-specific moving and handling assessment and training in mainstream Norfolk schools. This service is for physically disabled children and young people and is not for those requiring physical intervention due to behavioural problems. Schools can refer directly to us with this referral form.

Referrals

Children must be registered with a GP in the former Norwich, North Norfolk or South Norfolk CCG areas (except children registered with Thetford GP practices who are seen by the OT team based in Bury St Edmunds). Children registered with a GP in the former West Norfolk CCG will only be seen by this OT team if referred with suspected developmental coordination disorder (DCD). Other conditions and difficulties are addressed by the OT team at the Queen Elizabeth Hospital, Kings Lynn.

First referrals must be made by a medical professional who knows the child, however, families and schools may request subsequent reviews.

Referrals should be made using the SPOR form.

Reviews

If your child has been seen by us before and still meets the referral criteria, you may a request a review without going back to your doctor. If needs are related to coordination or fine motor difficulties, you will be asked to wait 12 months between referrals to allow time to work on recommendations and consolidate skills between appointments. Please use this review request form.

Contact
Children's Occupational Therapy - Children's Services
Norwich Community Hospital, Bowthorpe Road, Norwich, NR2 3TU

Children's Services Reception: 01603 505581

Opening Hours: Monday - Friday 08:30 - 16:30

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We support children and young people with functional aspects of daily living (or 'occupations'). These include self-care (for example dressing, eating a meal or bathing), being productive (joining in at nursery or school), and leisure (playing or hobbies).

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Phonological Awareness - Assessment & Intervention 

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Phonological Awareness - Assessment & Intervention 

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The Ultimate Guide to Phonological Awareness

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DOS Assessment Tools for Non-Specialists: Learning & Cognition

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DOS Assessment Tools for Non-Specialists: Learning & Cognition

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3.3 Learning and Cognition Identifying Needs

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The strengths and difficulties questionnaire (SDQ) is a short behavioural screening questionnaire for children aged 3 to 16.

The questionnaire is used to assess children's mental health, and can be completed by children and young people themselves, by their parents or by their teachers.

It can be used for various purposes, including clinical assessment, evaluation of outcomes, research and screening.

Using the strengths and difficulties questionnaire (SDQ)

There are currently three versions of the SDQ:

a short form, which you can download on this page

a longer form with an impact supplement (which assesses the impact of difficulties on the child's life)

a follow-up form.

You can access all versions of the SDQ on the Youthinmind website, where you can also find useful information on how to use the SDQ.

How it works

The 25 personality attributes in the SDQ are made up of 5 scales of 5 items each. The scales are:

1. Emotional symptoms

2. Conduct problems

3. Hyperactivity/inattention

4. Peer relationship problems

5. Prosocial behaviour

The SDQ can be used for various purposes, including clinical assessment, evaluation of outcomes, research and screening.

Find out more on the Youthinmind website.

Wellbeing measurement framework

A primary school wellbeing measurement framework.

View resource

Mental health and wellbeing school policies

Various examples of schools' mental health and wellbeing policies, and actions to help you create...

View resource

10 ways to support school staff wellbeing

A report looking at how to best support staff wellbeing in schools. It focuses on self-care and...

View resource

Measuring and monitoring children and young people's mental wellbeing - a toolkit for schools and colleges

This toolkit provides detailed guidance and suggestions for schools on how to raise awareness of...

View resource

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The strengths and difficulties questionnaire (SDQ) : Mentally Healthy Schools

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The strengths and difficulties questionnaire (SDQ) is a short behavioural screening questionnaire for children aged 3 to 16.

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Resources for Loan | Dyslexia Outreach Service

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A) 25 items on psychological attributes.
All versions of the SDQ ask about 25 attributes, some positive and others negative. These 25 items are divided between 5 scales:

1) emotional symptoms (5 items)

1) to 4) added together to
generate a total
difficulties score
(based on 20 items)

2) conduct problems (5 items)

3) hyperactivity/inattention (5 items)

4) peer relationship problems (5 items)

5) prosocial behaviour (5 items)

The same 25 items are included in questionnaires for completion by the parents or teachers of 4-17 year olds (Goodman, 1997).

A slightly modified informant-rated version for the parents or nursery teachers of 2-4 year olds. 22 items are identical, the item on reflectiveness is softened, and 2 items on antisocial behaviour are replaced by items on oppositionality.

Questionnaires for self-completion by adolescents ask about the same 25 traits, though the wording is slightly different (Goodman et al, 1998). This self-report version is suitable for young people aged around 11-17, depending on their level of understanding and literacy.

In low-risk or general population samples, it may be better to use an alternative three-subscale division of the SDQ into 'internalising problems' (emotional+peer symptoms, 10 items), 'externalising problems' (conduct+hyperactivity symptoms, 10 items) and the prosocial scale (5 items) ( Goodman et al, 2010).

B) An impact supplement

Several two-sided versions of the SDQ are available with the 25 items on strengths and difficulties on the front of the page and an impact supplement on the back. These extended versions of the SDQ ask whether the respondent thinks the young person has a problem, and if so, enquire further about chronicity, distress, social impairment, and burden to others. This provides useful additional information for clinicians and researchers with an interest in psychiatric caseness and the determinants of service use ( Goodman, 1999).

C) Follow-up questions

The follow-up versions of the SDQ include not only the 25 basic items and the impact question, but also two additional follow-up questions for use after an intervention. Has the intervention reduced problems? Has the intervention helped in other ways, e.g. making the problems more bearable? To increase the chance of detecting change, the follow-up versions of the SDQ ask about 'the last month', as opposed to 'the last six months or this school year', which is the reference period for the standard versions. Follow-up versions also omit the question about the chronicity of problems.

Last modified : 16/08/22

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A) 25 items on psychological attributes. All versions of the SDQ ask about 25 attributes, some positive and others negative.

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Occupational Therapy | www.openarmsupport.co.uk | England

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Open Arms Support Services Ltd. Occupational Therapists in Norwich Counselling Sensory Processing Assessments

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Home - Sensi Treatment - We are Specialist Sensory Integration Experts

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We provide exceptional therapy and support to meet the needs of our patients, their families and the communities that we serve

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NHS Right to Choose Neurodevelopmental Services for Children and Young People - Information for Primary Care - Knowledge NoW

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Your home for all local clinical information from Norfolk and Waveney

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6 Week FREE TRIAL - Dyslexia Gold (Includes screener & online interventions)

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6 Week FREE TRIAL - Dyslexia Gold (Includes screener & online interventions)

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Why Dyslexia Gold will work for your school

Goes Beyond Phonics

Vision problems and poor phonological awareness cause children to struggle.

Our unique programs focus on these problems so children learn to read fluently.

Evidence Based

On average reading improves by a year in just 3 months.

90% of struggling readers make at least 3 months progress in a term.

Home or School

Children work independently for 10 minutes a day, at home or at school. The programs are online and intuitive to use.

Clear Reports

Reading Age Tests show progress. Pupils are quick to set up and easy to monitor. No training is required.

Suitable for all ages

Dyslexia Gold's programs are age neutral, making them suitable for both primary and secondary schools.

What SENCOs are saying about Dyslexia Gold

"The Dyslexia Gold package is the single most important and effective program we run at school"

"I have never found another program that replicates what we would do in a specialist 1:1 intervention. This does. It's fun but very targeted.

"Dyslexia Gold is like nothing I have used before and has shown vast improvements with a variety of age groups. With some children the age gap had hugely reduced, one child by 62 months in only two terms. Quite amazing!"

Alsager Highfields Community Primary School

Why do Some Children Struggle To Read?

Some children can't see the letters and words on the page clearly, and they can't hear the individual sounds in words>

This is why phonics by itself doesn't work for some children.

Pupils who skip words or lines, reverse letters, or can't remember what they've read, may have a vision problem caused by weak eye muscles. Their eyes don't focus on the same letter, so their brain receives two different images when they read.

They may also have poor phonological awareness, which means they can't hear individual sounds in words. They can't hear that goat contains 3 sounds: g-oa-t.

Dyslexia Gold's Reading Bundle addresses both these issues using fun games. Engaging Eyes, exercises the eye muscles, helping them work together and reduces eye movements. Fluency Builder develops auditory skills so they can hear the sounds in words. Once children can both see the letters and sound out the words, reading improves dramatically.

Our Results

Formal trials found that pupils reading improved by an average of 12 months in a single term. Spelling improved by 10½ months.

90% of pupils made at least 3 months progress, including the very poorest readers.

Dyslexia Gold is used in over 300 schools throughout the UK and is approved by the British Dyslexia Association and Dyslexia Action.

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Why Dyslexia Gold will work for your school Goes Beyond Phonics Vision problems and poor phonological awareness cause children to struggle. Our unique programs focus on these problems so children learn to read fluently. Evidence Based On average reading improves by a year in just 3 months.

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Early Years Assessment Guidance & Resources

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Early Years Assessment Guidance & Resources

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See also: Help for early years providers : SEND assessment guidance and resources

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3.5 Physical and Sensory Deafness Identifying Needs

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PEaSS - Identifying Needs - Visual Impairment

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PEaSS - Identifying Needs - Visual Impairment

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3.5 Physical and Sensory Visual Impairment Identifying Needs

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3.5 Physical and Sensory Multi Sensory Impairment Identifying Needs

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Several Trust Schools & DOS have the Sandwell Assessments available to borrow if you do not have a school copy to use.

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Salford SRCT-R (5th Ed) Guidance on how to obtain scores

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Salford SRCT-R (5th Ed) Guidance on how to obtain scores

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The developmental pyramid - Maximum Potential

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Specialising in Sensory Integration and Neurodevelopmental Therapy

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The dyscalculia checklist — Steve Chinn

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There are several tools available that can be used to help give an indication of possible dyslexic difficulties. These screening tests and checklists can be a great help in order to ensure support is put in place quickly, but they can't provide a diagnosis.

Dyslexia can only be formally diagnosed through a Diagnostic Assessment carried out by a certified assessor.

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How is dyslexia diagnosed? - British Dyslexia Association

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There are several tools available that can be used to help give an indication of possible dyslexic difficulties. These screening tests and checklists can be a great help in order to ensure support is put in place quickly, but they can't provide a diagnosis.

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What is a Specific Learning Difficulty in Maths and what exactly is Dyscalculia?

In March 2025, the SASC Maths Difficulties and Dyscalculia Working Group published long-awaited updated guidance on the assessment of dyscalculia and specific maths learning difficulties, largely in light of the findings of new research. It highlighted the importance of a range of factors which contribute to maths-related difficulties e.g. genetic, biological, cognitive and environmental, but it also acknowledged that due to the overlap of symptoms with other developmental conditions, how they each contribute is not yet fully understood. Despite the complexities relating to aetiology, the comprehensive SASC review does provide assessors with a clear definition of what constitutes a 'specific learning difficulty (SpLD) in maths' and explains that 'dyscalculia' is a distinct and identifiable subcategory:

" A SpLD in mathematics is a set of processing difficulties that affects the acquisition of arithmetic and other areas of mathematics.

In dyscalculia, the most commonly observed cognitive impairment is a pronounced and persistent difficulty with numerical magnitude processing and understanding that presents in age related difficulties with naming, ordering and comparing physical quantities and numbers, estimating and place value.

Some individuals may not present with a specific cognitive impairment in numerical magnitude processing but have an equally debilitating SpLD in mathematics, due to other processing difficulties. Difficulties in language, executive function (verbal and visuo-spatial working memory, inhibitory control) and visual-spatial processing may also contribute.

Mathematics is a very varied discipline. Difficulties with learning mathematics may present in specific areas (for example, basic calculation) or across of the mathematics studied by the individual in relation to age, standard teaching and instruction, and level of other attainments. Across education systems and age groups, difficulties in arithmetic fluency and flexibility and mathematical problem solving are key markers of a specific learning difficulty (SpLD) in mathematics. Persistent difficulties in mathematics can have a significant impact on life, learning and work. This may also have a detrimental impact upon an individual's resilience to apply mathematical skills effectively.

The presentation and developmental trajectory of a SpLD in mathematics depends on the interactions of multiple genetic and environmental influences. It will persist through life but may change in manifestation and severity at different stages.

A SpLD in mathematics frequently co-occurs with one or more of the following: attention deficit hyperactivity disorder (ADHD), dyslexia, developmental language disorder (DLD) and developmental coordination disorder (DCD).

Maths anxiety commonly co-occurs with a SpLD in mathematics but is not an indicator in itself."

So, in a nutshell, a person can be deemed to have a "specific learning difficulty in maths" when they experience significant, persistent difficulties with the acquisition and/or application of mathematical skills in daily life. However, "Dyscalculia" is a distinct subcategory of a SpLD in maths, identifiable by an enduring and extreme difficulty with domain-specific cognitive processing, namely numerical magnitude processing. Each is recognised as a diagnosis and the ultimate aim of any specialist assessment is to enable the individual to access appropriate understanding and support, regardless of the diagnostic label.

Initial screening assessment

Maths learning can be problematic for lots of children and young people, and, as described above, there can be many different reasons for this. Ahead of a diagnostic assessment for maths learning difficulties and dyscalculia it can sometimes be beneficial to carry out a briefer screening assessment, which can provide an initial insight into areas of strength and weakness, and shed some light on whether or not further investigation would be appropriate. Included in this report, should you choose this option, there will always be recommendations for further support and intervention.

Also, as maths-related anxiety is a factor which is always considered when assessing for dyscalculia, this would also be explored during the screening process. Steve Chinn, a leading expert on Dyscalculia in the UK, presents some interesting information on 'maths anxiety' on his website, which is worth a look if this might apply to you or your child!

A screening assessment takes approximately 1½-2 hours to complete and, if the results suggest that further, in-depth assessment is pertinent - in order to potentially pursue a diagnosis of a SpLD in maths or Dyscalculia - then this can be arranged at an additional cost.

Diagnostic assessment for a SpLD in maths, including Dyscalculia

In order to satisfy the professional body guidelines for a diagnostic assessment, it is necessary to carry out a wide range of skills and abilities tests. It is also a requirement that other factors which can impact upon maths-related learning difficulties are explored as part of the assessment e.g. medical history, environmental factors, educational opportunities, speech and language skills etc. Furthermore, during a comprehensive maths learning difficulties and dyscalculia assessment, it is often necessary to carry out additional assessments relating to literacy skills and phonological awareness, to try and ascertain if another specific learning difficulty (e.g. dyslexia) may be at play, which could then be linked to the individual's difficulties acquiring maths and numeracy skills. When you take into account that the following also need to be completed, it is not surprising that the whole process can take between 3 and 4 hours and is sometimes completed in two separate sessions:

Various cognitive ability assessments e.g. non-verbal and spatial reasoning

Tests of working memory and processing speed

Formal and informal tests of mathematical calculation

Tests evaluating "number sense"

Worded maths/reasoning problem tasks

Language skills - including maths-specific terminology

As with any other diagnostic assessment, the conclusion of the assessment may be that the criteria for identification of a SpLD in maths or dyscalculia have not been satisfied. However, as with all SEND Pathways assessments, recommendations for further support and intervention will always be provided in the report.

Please note that I only assess children and young people from the ages of 9 to 18 for maths-learning difficulties/dyscalculia.

*Only available to those who have undergone a screening assessment. NB. The 'Top up' assessment must take place within 28 days of the screening assessment. NB. For those who have undergone dyslexia assessment by me, and for whom further assessment to explore a SpLD in maths and dyscalculia is recommended, this will be discussed with each client on an individual basis. Ordinarily, the cost for this particular 'top up' would be a further £215. NB. If, during an assessment for a SpLD in maths, it is felt that dyslexia may also be a part of the individual's learning profile, this will be discussed with the family, as to ensure this is fully explored alongside the maths difficulties would incur an additional charge of £135.

For a discussion about any of the above situations, please don't hesitate to get in touch. Sometimes it is easier to talk through the potential assessment options.

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What is a Specific Learning Difficulty in Maths and what exactly is Dyscalculia? In March 2025, the SASC Maths Difficulties and Dyscalculia Working Group published long-awaited updated guidance on the assessment of dyscalculia and specific maths learning difficulties, largely in light of the findings of new research.

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Visual Stress & Meres Irlen Syndrome Assessment Guidance (2025)

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Visual Stress & Meres Irlen Syndrome Assessment Guidance (2025)

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See also: SASC

Key Guidance:

• Symptoms that SpLD practitioners might think of as indicating ‘visual stress’ are often the result of uncorrected refractive error and/or ocular motor and binocular vision anomalies. SpLD practitioners, specialist teachers, and psychologists cannot assess for these.

• Some visual difficulties are caused by disease so, for safe practice, visual discomfort and disturbance MUST be investigated by a vision professional qualified to identify and manage possible pathological and other causes of difficulty.

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STEPS - Identifying needs and promoting positive behaviours Padlet

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STEPS - Identifying needs and promoting positive behaviours Padlet

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JoN - SLCN Screening & Intervention Tools

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JoN - SLCN Screening & Intervention Tools

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(You need to register for a Professional's Account with your school email address to be able to access these resources)

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Here at Just One Norfolk, we are dedicated to providing children and young people’s health services to the community. Find out more about our services

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ASD - Signs to be aware of Pre-School age

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ASD - Signs to be aware of Pre-School age

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Early Years Developmental Journal 2024 (EYDJ) PDF version

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Early Years Developmental Journal 2024 (EYDJ) Word version