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Home Children, families and education Somerset’s SEND Local Offer Screening and Assessment Tools as part of the APDR process

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Screening and Assessment Tools as part of the APDR process

This provides guidance for what settings would be expected to be completed as part of a clear graduated response to assess the need to inform the APDR process

Part of
Somerset’s Graduated Response Tool

The purpose of this pathway is to ensure every child and young person in a Somerset school receives the support they are entitled to

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Back to Somerset’s SEND Local Offer

Part of
Somerset’s Graduated Response Tool

The purpose of this pathway is to ensure every child and young person in a Somerset school receives the support they are entitled to

1

Statutory Special Educational Needs (SEN) information

Statutory Special educational needs and disabilities (SEND) information
2

Understanding the Graduated Response

Somerset Inclusion Tool (SIT)What is the Graduated Response?The Assess, Plan, Do, Review CycleScreening and Assessment Tools as part of the APDR processEducation, Health and Care Plans (EHC plans)
3

Funding

FundingAvailable funding
4

Expectations for Teachers, Governors, SENCOs and Headteachers

What different people in schools should doGovernors’ responsibilitiesHeadteachers’ responsibilitiesTeachers’ responsibilitiesSENCOs’ responsibilities
5

Expectations for Whole School Inclusion

Expectations for Whole School Inclusion
6

Quick checkers

Quick Checker – Cognition and LearningQuick Checker – Communication and InteractionQuick Checker – Sensory and PhysicalQuick Checker – Social, Emotional and Mental Health (SEMH)
7

Inclusion for each Broad Area of Need

Information about the four areas of need set out in the Code of Practice

Inclusion for each Broad Area of Need
8

Cognition and Learning

Universal – Cognition and LearningSEN support – Cognition and LearningHow can I find out more? – Cognition and Learning
9

Communication and Interaction

Universal – Communication and InteractionSEN Support – Communication and InteractionHow can I find out more? – Communication and Interaction
10

Sensory and Physical

Universal – Sensory and PhysicalSEN Support – Sensory and PhysicalHow can I find out more? – Sensory and Physical
11

Social, Emotional and Mental Health

Universal – Social, Emotional and Mental Health (SEMH)SEN support – Social, Emotional and Mental Health (SEMH)How can I find out more? – Social, Emotional and Mental Health (SEMH)
12

Graduated Response Tool – Complex Medical Needs

Graduated Response Tool – Complex Medical Needs
13

Supporting tools, documents and signposting

Supporting tools, documents and signposting

Overview

The pyramid below provides the Graduated Response to assessments.

This guides what settings would be expected to be completed as part of a clear graduated response to assess the need to inform the APDR process.

Links to these tools can be found within the ‘Tools for Identification of Need’ sections within the Broad Areas of Need section broken down into

  • Cognition and Learning
  • Communication and Interaction
  • Sensory and Physical
  • Social, Emotional and Mental Health (SEMH)

‘Where a pupil continues to make less than expected progress, despite evidence-based support and interventions that are matched to the pupil’s area of need, the school should consider involving specialists’ – Code of Practice 6.58.

To access specialist support, Somerset Early Help Assessment (EHA) is the tool for practitioners to identify the needs of the children/young people and their families and make ‘request for services’ involvement where required if services already involved are not able to meet the identified needs.

Assessments below should continue to be used, as appropriate as part of a Graduated Approach and the APDR process.

Look for additional specialist assessments from outside agencies – for example, health and specialist teachers

Conversation with the parent carer including whether any health professionals are involved.

  • Phonological Awareness Skills
  • Reading
  • Spelling
  • Writing
  • Numeracy
  • Working Memory
  • Speed of Processing
  • Expressive Language
  • Social Communication
  • Listening and Attention
  • Coventry Grid
  • High Frequency Words
  • Receptive Language
  • Boxall profile

Conversation with the parent carer including whether any health professionals are involved.

SIT Child Profile, Quick Checkers

  • Phonological Awareness Skills
  • Reading
  • Spelling
  • High Frequency Words
  • Writing
  • Numeracy
  • Working Memory
  • Speed of Processing
  • Expressive Language
  • Receptive Language
  • Social Communication
  • Listening and Attention
  • Social Emotional Mental Health Assessments

All these areas incorporate specialist advice and support. For example, training, Support Services for Education resources, inclusion advice line, SEND network meetings, SEND annual planning meetings and assessments.

Last updated: November 13, 2024

Next review due: May 13, 2025

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