SEN PROFILE
Checklists and documentation to assist
school staff working with pupils and
students supported by School Action and
School Action Plus
SEPTEMBER 2005
September 2005
SEN Profile
When a pupil’s difficulties with learning begin to cause concern his/her teachers will want to
gather together evidence to be analysed in order to see what might need to be done. This
document provides SEN co-ordinators and class teachers with guidance to the range of
measurable data that would be useful to collect, and includes advice on assessment materials
considered appropriate and not too time-consuming to use. The pack has been put together by
members of the SEN specialist teacher teams in Lewisham, Educational Psychologists and
Health Service providers, together with the School Improvement Officer for SEN.
It will not be sensible or useful to use all the standardised assessments for any one pupil.
Teachers will select initially according to what they believe might be useful indicators, but it will
be helpful when making referrals to support agencies to offer a full picture. This will include
some measures which show the rate of progress, since a key test in the Code of Practice for
whether or not a school should take or change action is the extent to which a pupil is making
progress.
All referrals for support or for statutory assessment within Lewisham will be able to be backed
up by presentation of this profile. In addition, when special arrangements are requested for
tests and examinations a selection of data from standardised assessments is normally
expected. The chief purpose of this pack, however, is to help staff in schools with their
screening and identification in order to inform their own early interventions. The items referred
to may also help teachers to make a decision that a pupil will benefit from a particular
intervention from the national primary and secondary strategies (FLS, ELS, ALS,
Springboard, …) which are appropriate for pupils who are not described as having special
educational needs. Staff may also use the results as support to discussions with EPs and
colleague teachers.
Details are provided of suitable assessment materials, and references which will enable
schools to find and purchase them. It would be worth SEN co-ordinators discussing in their
clusters what is available in each of their schools, since a number of these will be used
comparatively rarely; depending on the licence details, it may be acceptable to share them
between establishments. QCA have recently updated a list of assessments which schools may
wish to use in preparing a request for access arrangements for end of Key Stage tests. The
current version of that list is available at
http://www.qca.org.uk/downloads/assessing_pupils_eligibility.pdf. Experience of many of those
items is limited in Lewisham, and tests that have not been standardised in this country may
lead to false impressions.
September 2005
The electronic version of this pack is available on the Lewisham website at
http://www.lewisham.gov.uk/EducationAndLearning/EducationWelfareAndSupport/SpecialEduc
ationalNeeds/ . The whole profile is there as a single file, with each form also saved separately.
It would probably help you to save each form as a template in your templates directory so that
you can access them in MS Word from the File New command, without altering the original.
The pack includes some explanatory text and the first form is the suggested SEN Profile
sheet. This is followed by a checklist for early development of Phonological Awareness
which would be used with young children to check that they are recognising how words are
made. There are two sheets relating to identification of Specific Learning Difficulties in
literacy. The characteristics reviewed in these pages will be noted through a teacher’s normal
observations. Such observations can be supplemented by assessment using a recognised
screening program such as those listed on the Profile sheet. Also mentioned as available from
nferNelson is the “Dyscalculia Screener”, considered particularly useful for analysis of a pupil
who appears to have difficulty with number which is not reflected in their literacy skills. All
these computer based programs have an initial cost plus an annual licence fee.
The following two sheets offer checklists relating to concerns about pupils’ hearing and
vision.. The behaviour rating scales were produced by local behaviour specialists together
with an EP, though judgements would necessarily be made in the context of the school. These
are followed by the complete current referral form for the Speech and Language Therapy
Service, which includes a useful checklist on the second and third pages. Finally are
documents from the Occupational Therapy team, including their current referral form.
The assessment materials referred to are:
“Coloured Progressive Matrices” aimed at 5-11 year olds from the series Ravens Standard
Progressive Matrices and Vocabulary Scales, pub. nferNelson initial cost £140 for pack
“British Picture Vocabulary Scale: Second Edition” (BPVS) pub. nferNelson £127.50 + £7.75
per pack of 10 forms
“Dyscalculia Screener” on CD pub. nferNelson £155 + £50 annual renewal of licence
“Dyslexia Screener” on CD pub. nferNelson £150 + £50 annual renewal of licence
“Graded Word Reading Test” pub. nferNelson £43 initial pack + later costs for record sheets
and word cards
“Single Word Spelling Test” pub. nferNelson £38
“LUCID CoPS” etc. – see the LUCID website below for prices and information for all the
products
Schonell Reading Test at www.kedalearning.co.uk
Schonell Spelling Test at www.rrf.org.uk
nferNelson website at www.nfer-nelson.co.uk
LUCID website at www.lucid-research.com
September 2005
Note on RAVENS COLOURED PROGRESSIVE MATRICES
Ravens tests non-verbal reasoning ability. Therefore it is not dependent on language.
Suitable for use with:
Pupils for whom English is not the home language
Pupils with hearing impairment
Pupils with speech and language difficulties
Cultural considerations
Norms obtained from UK, USA and most European countries indicate that Ravens can be
used across cultures. Disadvantaged groups are found to do less well, but no less well than
on other comparable tests of underlying ability such as WISC. Pupils who have just arrived
in the UK and/or have not attended school would not be suitable for this kind of testing.
Age Range
5 years 3 months - 11 years 8 months
To get an accurate picture of higher attaining pupils at the top end of the age range
Ravens Standard Progressive Matrices are more suitable.
Norms
Booklet gives norms for several different communities. The 1982 smoothed UK norms
on page 56 (CPM 9) are the norms to use.
Normal distribution of scores
Table CPM 8 gives a normal score distribution. If the scores do not follow this pattern a test
is not really valid as a test for underlying ability. It is useful to note when a pupil score is
unusually distributed. Very anxious pupils or those with EBD, ADHD may have an uneven
profile.
Comparison with BPVS
Pupils with large discrepancy between Ravens and BPVS should be looked at further.
A high BPVS and low Ravens may indicate a pupil with dyspraxic type difficulties. A referral
to Occupational Therapy via school nurse or doctor is advisable.
A high Ravens and low BPVS may indicate speech and language problems, and a referral to
the mainstream Speech and Language Therapy service should be considered.
Many dyslexic pupils have a higher score on Ravens than on BPVS. Try to teach them
using their non-verbal reasoning strengths, and at the same time to build their vocabulary.
Remember that all tests can only give a snapshot of a pupil's ability on one day, and
results should be treated with caution.
September 2005
SEN PROFILE
DATE INITIATED:
PUPIL:
DOB:
SCHOOL:
Background (any key information or reference to a dated document in pupil’s file)
Medical
Hearing
Vision
Attendance/ punctuality
(latest term/year) = %
Agency involvement Dates:
Health services
Child
Development
SALT service
Education services
Sensory Team SpLD team
OT service
CAMHS
Social services
Other
ASD team
EBD outreach
Special School
outreach
Educational
Psychology
Indicators of underlying ability
Verbal, eg
BPVS
Date
Non verbal, eg
RAVEN’S CPM
Date
Chron’l Age
(Y:M) =
Standardised
Score =
%
Equivalent
Age =
Chron’l Age
(Y:M) =
Standardised
Score =
%
Equivalent
Age =
NC levels (including P-levels if relevant)
Date
Year group
Reading (or En) Writing
Maths
Science
Screening e.g. LUCID - CoPs 4-8 years, LASS Junior 7-11 years, Secondary 11-15 years, LUCID Rapid Dyslexia
Test
Screener, Dyscalculia Screener
Date
Comments
Literacy development e.g. Schonell Reading Test, nferNelson: Graded Word Reading Test & Single Word
Date
Spelling Test
Chr. Age Year Word Reading
Test used
Spelling
Test used
September 2005
Pupil’s name: .....................................
SCHOOL ACTION ASSESSMENT— Development of Phonological Awareness
1. Identifying words as separate units
Comments
Can child say a known rhyme – note poor recall / poor
articulation?
Can child say first line again slowly separating the words?
Can child repeat phrases spoken by adult and indicate the
words by using fingers– eg Jack and Jill, Twinkle, Twinkle
little star, Mary had a little lamb, The wheels on the bus go
round and round
2. Hearing syllables in words
Can child identify a familiar name split into syllables- use own
name if suitable or names of family and friends?
Can child identify names of familiar objects when broken into
syllables eg win-dow, ta-ble, pen-cil, car-pet, com-pu-ter?
3. Deleting syllables from words
Ask child what the word ‘carpet’ would be without ‘car’,
‘blackbird’ without ‘black’, ‘hamburger’ without ‘ham’(deletion
of first syllable)
Ask child what the word ‘goldfish’ would be without ‘fish’,
‘batman’ without ‘man’, ‘football’ without ‘ball’(deletion of last
syllable)
Ask child what the word ‘picnic’ would be without ‘pic’, ‘dentist’
without ‘den’, ‘table’ without ‘ta’
Ask child what the word ‘window’ would be without ‘dow’,
‘chimney’ without ‘ney’, ‘computer’ without ‘com’
4.Initial phoneme recognition
Say child’s name and ask for the first sound. Give names of
peers for further examples
Can child identify first sound of spoken word pairs eg
mouse/moon, run/rain, seat/saw, pen/paint, box/ball,
cot/cake?
5. Initial phoneme production
Can child give 2/3 words starting with the same sound as eg
moon, fish, sun, cat, pen, dog?
Can child play I-Spy ?
Use the phonological assessments from Sounds~Write/Phono-GraphixTM from this
stage of development.
September 2005
Pupil’s name:
.....................................
September 2005
Pupil’s name:
.....................................
SpLD Teachers Team
Indicators which may identify pupils ‘at risk’ of SpLD / Dyslexia - Foundation stage
Children with SpLD are likely to be performing at a higher level in certain areas of the curriculum
than in reading and writing. For example, they may have an apparent brightness and keen
interest in answering orally, they may enjoy listening to stories and talking about them, they may
have an aptitude for constructional / technical toys and /or computers and their human figure
drawings are likely to be detailed and age appropriate.
Many children show some of the following characteristics, but it is the number and persistence of
these that give cause for concern.
•
Finds it hard to listen and pay attention/follow simple instructions
•
Delayed development of clear speech and in using sentences
•
Forgets name for known objects/colours or mislabels them
•
Confuses directional words - up/down in/out
•
Difficulty memorising nursery rhymes/songs and clapping simple rhythms
•
Aural difficulties in recognising that words can rhyme
•
Cannot hear ‘odd one out’ - cat rat pig sat
•
Sequencing difficulties – counting / days of week / coloured bead patterns
•
Enjoys being read to, but does not engage with text
•
Not making expected progress in early reading skills
•
Persistent difficulties in getting dressed/putting shoes on correctly
•
Difficulty in learning to fasten buttons, tie shoelaces/ties
•
Tends to trip, bump into things and fall over easily
•
Difficulty catching, kicking, throwing balls/hopping/skipping
•
Poor manual control and directionality when writing symbols
•
Has ‘good and bad’ days for no evident reason
•
Family history of similar difficulties
September 2005
Pupil’s name:
.....................................
SpLD Teachers Team
Indicators which may identify pupils ‘at risk’ of SpLD / Dyslexia - Key Stages 1 and 2
Children with SpLD are likely to be performing at a higher level in certain areas of the curriculum
than in reading and writing. For example, they may have an apparent brightness and keen
interest in contributing orally, they may enjoy listening to stories and talking about them, they may
have an aptitude for constructional / practical activities and /or computers and their human figure
drawings are likely to be detailed and age appropriate
Many children show some of the following characteristics, but it is the number and persistence of
these that give cause for concern.
•
History of delayed speech / articulation difficulties
•
Family history of reading and spelling problems
•
Poor attention and concentration; failure to follow complex instructions
•
Signs of withdrawn or ‘off task’ behaviour
•
Reluctance to engage in written work
•
Difficulty recalling names of people and things
•
Difficulty remembering days of week / birthday / address / telephone number
•
Difficulty sequencing days of week / alphabet / multiplication tables
•
Reading progress slow despite varied methods used
•
Seldom reads for pleasure
•
Has problems understanding text
•
Confusion with similar sounding letters - d/t v/f/th p/b
•
Confusion with similar shaped letters - b/d p/q u/n w/m
•
Reversal of letters / numbers / whole words - was/saw on/no 15/51
•
Inconsistent spelling – omitting / substituting / misordering letters
•
Poor gross/fine motor skills
•
Poor self-organisation – clothes / equipment / time / school work
•
Confusion over directionality – left/right up/down to/past (time)
•
Poorly formed handwriting, confused letter cases, untidy presentation
•
Often understands mathematical concepts but has difficulty recording
•
Significant discrepancy between NC levels achieved for ‘speaking and listening’
compared with ‘reading’ and/or ‘writing’
Significant discrepancy between attainment and age as identified through
standardised reading and/or spelling tests.
•
September 2005
Pupil’s name:
.....................................
SENSORY TEACHERS TEAM (Hearing Impairment)
Indicators of a possible hearing loss
Listed below are some indicators of hearing loss in children. Any child displaying some of
these signs or behaviours should be referred to the school nurse as the first part of any
investigating process.
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Does not respond when called
Hears their name and simple instructions (particularly where situational cues are available) but little else
Misunderstands or ignores instructions or frequently asks for repetitions
Watches faces closely (a child with even a quite mild hearing loss may depend upon watching the face of
a speaker in order to understand speech fully)
Frequently asks for help from peers
Speaks very softly (sometimes this happens with conductive hearing losses where their own voice
appears quite loud to them)
Shouts, or talks overly loudly (common with mild sensori-neural losses where their own voice appears
quiet to them)
Appears uninterested and inattentive
Appears withdrawn into a personal and private world
Displays behaviour problems and poor social adjustment
Low attainment in basic subjects, particularly in reading and verbal subjects
Difficulties with dictation and mental arithmetic
Persistent colds and catarrh
Complaining of earache
Discharging ears
Unclear speech
From Sensory Impairment Handbook
Sensory Teachers Team, 25 Bromley Road, Catford SE6 2SP Tel: 020 8314 7041
September 2005
Pupil’s name:
.....................................
SENSORY TEACHERS TEAM (Visual Impairment)
Indicators of a possible visual impairment
Listed below are some indicators of visual impairment in children. Any child displaying some of
these signs should be referred to the school nurse as the first part of any investigating process.
†
Rubs eyes excessively
†
Rubs or covers one eye
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Tilts head or thrusts it forward
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Appears sensitive to light
†
Reacts when a light is put on
†
Unusual movement in the eyes
†
Squints, blinks or frowns when doing work
†
Holds reading material too close or too far
†
Complains of pains, itching or aches in the eyes
†
Complains of blurred or double vision
†
Difficulty in judging distance
†
Difficulty in copying from the board
†
Poor eye/hand co-ordination
From Sensory Impairment Handbook
Sensory Teachers Team, 25 Bromley Road, Catford SE6 2SP Tel: 020 8314 7041
September 2005
Pupil’s name:
.....................................
BEHAVIOUR RATING SCALES
Look at the statements below. Compare them to how the student has been over the last week.
Mark the square below each statement that you think best represents their behaviour. Do not
spend too long, but please make a decision on every statement.
Shouting out in class
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Never a problem
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Sometimes a problem
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Often a problem
Rudeness to staff
†
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Never a problem
†
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Sometimes a problem
†
Often a problem
Difficulty settling to work
†
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Never a problem
†
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Sometimes a problem
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Often a problem
Lateness to lessons
†
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Never a problem
†
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Sometimes a problem
†
Often a problem
Completing classwork
†
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Never a problem
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Sometimes a problem
†
Often a problem
Completing homework
†
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Never a problem
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Sometimes a problem
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Often a problem
Teasing/cussing to peers
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Never a problem
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Sometimes a problem
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Often a problem
September 2005
Pupil’s name:
.....................................
Relating to peers
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Never a problem
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Sometimes a problem
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Often a problem
Waiting his/her turn
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Never a problem
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Sometimes a problem
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Often a problem
Following teacher direction
†
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Never a problem
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Sometimes a problem
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Often a problem
Leaving the classroom without permission
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Never a problem
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Sometimes a problem
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Often a problem
Hilary Thorne, Behaviour Rating Scales
September 2005
Lewisham Children and Young People’s Services,
Speech and Language Therapy Services,
Ground Floor, Ivy House,
Bradgate Road,
Catford, SE6 4TT
Tel. 020 7771 5337/6/5
Speech and Language Therapy Service to Education
Referral Form
School:
Name of Referrer:
Name of Child:
Designation:
TEL. NO:
DOB:
Address:
MALE/FEMALE
NAME OF CARER:
Name of Child’s GP:
Home Languages:
COP Stage:
Current Specialist Teaching Support:
Small Group
Individual
Preferred Language:
Reason for Referral:
National Curriculum Attainment Levels:
Reading
Writing
(Date Assessed:
Maths
)
Science
Raven’s Matrices Score (if available):
Other Agencies Involved:
Referral form speech and language therapy service to education
April 2005
Information for SENCOs
Please read through the following and tick the areas where you feel the student is
having difficulties in the classroom. If you are unsure, indicate with a question mark.
Listening and Attention
1:1 with adult
small group setting
in a large group
depends on the task – please explain:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Memory and Sequencing Difficulties
remembering simple instructions
recalling simple story/sequence of events in order
awareness of sequence of events (ie. Days of the week)
Speech Difficulties (Articulation)
speech difficult to understand
difficulties saying specific sounds
Sound Categorisation
sound/letter matching
identifying word initial/final sounds
recognising/generating rhyme
Vocabulary
limited vocabulary
learning new words
retaining and remembering new words
Referral form speech and language therapy service to education
April 2005
Receptive Language (Verbal Understanding)
following classroom instructions without repetition/simplification
understanding concepts and specific ‘topic’ language (ie. Maths)
responding appropriately to questions (who/what/where/when)
responding appropriately to abstract questions (why/what/if)
Expressive Language (Verbal Expression)
using complete sentences
giving specific information to request
using grammatically ‘correct’ sentences
responding to questions without prompting
Social Skills
being aware of non-verbal communications (eye contact, personal space etc.)
taking turns in conversation
maintaining a topic of conversation and listening to a reply
Referral form speech and language therapy service to education
April 2005
Parental Concern Around Communication Skills:
(this may include: behaviour difficulties, friendships, understanding and talking)
I agree to speech and language therapy for my child:
YES/NO
I would like to attend the speech and language therapy
assessment:
YES/NO
Signed (parent/carer)
…………………………………………………….
Print name please
…………………………………………………….
Relationship to Child:
…………………………………………………….
Date:
…………………………………………………….
Referral form speech and language therapy service to education
April 2005
School Action Checklist for Occupational Therapy
Student’s name: __________________ Date: _______________ Teacher:
________________
Please complete the following form to build a picture of your student’s needs in the classroom and to
help identify appropriate areas for OT input.
Area
Comments and concerns
Self Care/ Self help skills
How does the student manage everyday tasks
of dressing, toiletting, coping with lunchtime,
school transport, manage classroom
routines/responsibilities?
Environmental
Does student have any difficulties negotiating
the school environment e.g. stairs,
playground, using gym equipment, access
in/out of buildings/classrooms?
Management and handling of equipment,
tools and materials
Does student have difficulties using writing
tools, scissors, science and cooking
equipment, handling materials and tools for
design and technology/craft/art, accessing IT?
Social interactions
Is student able to work co-operatively with
peers and others, form and maintain
friendships, sharing, turn taking, negotiating?
Task behaviour and completion
Initiating and carrying through task,
maintaining attention, working independently,
problem solving, able to organise themselves
and materials for the task?
Behaviour
Is student confident in their abilities, able to
cope with difficulties/change in
routine/frustration, are they motivated, helpful?
School attainment scores for :
Numeracy
Literacy
Handwriting
Science
June 2005
Referrals to occupational therapy
Who do we offer a service to?
Children or young people up to 19 years old if in full time education and 16 if they have left
school, who have a movement and or learning based difficulty that is the primary reason for a
difficulty in one or more of the occupational performance domains of:
•
Self care
•
Play and leisure
•
Productivity (school life or domestic tasks)
Referral process
All referrals must be made with consent of the parent who has parental responsibility of the
child and children who are competent to give consent should also be involved in the consent
process.
Referrals to children’s Occupational Therapy services need to be made on the department’s
referral form and all the requested information completed.
For a referral to be accepted the child or young person must have a difficulty in one of the
occupational performance domains outlined above resulting from a movement or learning
based difficulty and that this difficulty has been identified on the referral form in the appropriate
section.
The referral may have been initiated by any relevant health professional, from education, health
or local authority or by a parent/carer of the child young person concerned who has parental
responsibility for the child.
Wherever possible relevant reports or letters should accompany the referral.
Children and Young People’s Occupational Therapy Service
Priory Manor Child Development Centre
1 Blagdon Road
Lewisham
SE13 7HL
020 7771 4532
June 2005
Paediatric Occupational Therapy Referral Form
Name:
Name of main carer/s:
DOB:
Address:
Consent given to referral:
Home tel:
Mobile:
Work tel:
Ethnicity:
Code:
Interpreter needed?
Language:
Yes/No
List carer's main concerns about the child's functional difficulties - (include school concerns):
Reason for referral:
Other relevant information: (e.g. cultural, social, home situation)
Diagnosis:
School/Nursery:
Address:
GP Name:
Address:
Tel No.
Tel No.
CODE OF PRACTICE STAGE:
On special needs register
Yes/No/Don't Know
On child protection register
Yes/No/Don't Know
Other professionals involved: Yes or No Name and contact details (if known)
Physiotherapist
Speech and Lang. Therapist
Psychologist
Social Worker
Health Visitor
Others
Referral initiated by:
Name:
Address:
Designation:
Signature:
Tel No.
Date:
Have you completed all the sections of BOTH sides of this form?
NB: - failure to do so will delay referral processing.
PLEASE ENSURE THAT A CONTACT TELEPHONE NUMBER FOR THE FAMILY HAS BEEN PROVIDED
June 2005
DESCRIPTION OF FUNCTIONAL PERFORMANCE (NB. Include strengths if relevant)
Play/Leisure
What difficulties are experienced when engaging in play or leisure activities eg. type of toys played with,
toys avoided, finds difficult, socialisation in play, what help is needed, how does child spend free time?
Self Care/Self Help
What difficulties are encountered when engaging in self care activities e.g. skills problems in bathing,
dressing, toileting, eating, hygiene?
School Life
What difficulties are encountered at school or nursery eg. functioning at age appropriate/class level, coping
in the environment, handling tools or equipment, organising/sequencing, relationships with others?
Parental consent given to OT referral:
YES / NO
Parental consent given to medical assessment:
YES / NO
(a medical will be arranged for children who have had no previous medical assessment of their
developmental needs)
DELETE AS APPLICABLE
* I have enclosed the relevant / most recent medical report OR
* I do not have a medical report but have booked an appointment to carry out a medical assessment:
___________________________________
* I have not been able to book a medical.
Signed:
_______________________________
Print Name:
_______________________________
Date:
_______________________________
Profession
__________________________
Please return this form with any available medical reports to:
OCCUPATIONAL THERAPY TEAM:
Priory Manor Child Development Centre, 1 Blagdon Road, Lewisham, SE13 7HL
(For Lewisham Residents)
June 2005