Reading p.18

Spelling p.21

Writing p23

Maths p.25

screeners for exploring number sense. p27

1. Whole class teaching

2. Group and independent work

3. The role of additional adults: whole class

4. The role of additional adults: group and individual work

Why is it useful?

We make a lot of effort to include all our students and it is just great to check our practice against a quite authoritative list. This checklist can be particularly useful for newer teachers and those who have taken on a class with some significant SEN.

Who is it for?

This can be used by either a teacher themselves or by a line manager.

How do I use it?

• Do a self-evaluation or get a peer to do one for you.

• If you are a line manager/head of Key Stage or Department, use it to work with your group of teachers.

• Some of the best applications of this resource is when SENCOs use it to help support teachers in their practice – key word here being “Support”!

• The checklist is just a rough guide and we believe that you need to be able to flex and adapt to the needs of your students so don’t be rigid about this.

their is a spreadsheet that calculates scores for you, or you can just use it dynamically to see what things the children seem to worry about.

You can also observe any other cognitive processes while they play - can they sustain attention to the task? what happens when it goes wrong? do they notice it is not right? do they carry on regardless or do they stop and try and figure it out?

Some of the wording is a bit tricky, so it's not ideal, but I have used it and found it helpful. I find the 'About my communication questionnaire' can be more straightforwad (in the language section) - this one dives into more detail about masking, camoflauging and compensating.

In practice, this might involve structured conversations or activities that explore contrasts (for example, times learning feels safe vs unsafe, or lessons where I feel confident vs stuck). For older pupils, this can be done through guided questioning or simplified repertory-style comparisons.

These techniques are particularly useful for understanding fear of failure, avoidance, anxiety, low self-efficacy and disengagement, and they help SENCos generate hypotheses about why a pupil responds differently in different environments. This enriches formulation and supports interventions that target beliefs and experiences, not just observable behaviour.

There is a 'where are you now' checklist on p173 which provides a helpful starting point.

The framework comes with assessment checklists for children at different stages of language use.

The SCERTS framework is founded on recognised principles of child development, and is particularly effective in addressing individuals with autism or communication difficulties – helping them to become competent and confident social communicators and active learners. The terms SCERTS is derived from the three core domains that it addresses:  Social Communication (SC) – to be a competent, confident and active participant in a social world.  Emotional Regulation (ER) – to identify your own emotional state and to use tools that give you control over it.  Transactional Support (TS) – to develop environmental support, such as adaptations in adult language, use of pictures and implementation of structured routine.

The TALC (Test of Abstract Language Comprehension) was designed to help speech and language therapists, education staff and the wider workforce to assess and develop the verbal reasoning skills of all under 5s and primary aged children who experience difficulty understanding what is said to them.

SNAP-IV ADHD screening form.pdf

Dyslexia,

Dyspraxia

ADHD

ASD

Dyscalculia

SLI