Short attention span for subjects that do not interest him/her Difficulties which impact on concentration, ability to engage with work and attend education. Experiences high levels of difficulties impact on concentration, ability to engage with work and attend education. Is unable to manage these difficulties independently Gaining the ability to organise self and belongings and is working towards some independence in these skills Difficulties with organising self and belongings impact on ability to participate in learning independently Does not understand the need to organise self and belongings and is unable to do so independently. This is unlikely to change Uses visual communication to support learning in some activities Uses visuals/signing etc to support their communication in all lessons Communication impact severely on ability to take full part in learning opportunities Able to access and take part in learning activities with additional equipment, reasonable adjustments and some support Experiences difficulties accessing and taking part in learning activities due to physical, sensory and/or medical needs. Can manage sometimes but unable to manage these difficulties independently or in line with peers in all situations Experiences high levels of difficulties accessing and taking part in learning activities due to physical, sensory and/or medical needs. Is unable to manage these difficulties independently or in line with peers person can understand what people are communicating Does the child/young person have difficulties in this area? If no, please go to Outcome 6. YES/NO Low level difficulties Medium level difficulties High level difficulties Understands when reduced language is used, additional time is given and/or instructions are repeated Understands when language is broken down and pictures, real objects etc used alongside verbal instructions Unable to understand and carry out simple instructions independently or in line with age, despite repetition, clarification and augmented communication systems Unable to understand the routines and expectations in environment without regular preparation and explanation Unable to understand the routines and expectations within their environment without daily preparation and explanation, including use of pictures, symbols, objects, signs and social stories Uses augmentative and alternative communication system, eg communication booklet, PECS, Makaton, BSL, touch cuing, sign supported English, objects of reference, visuals etc as primary/only communication
Willing to follow instructions but does not always understand what is being communicated Willing to follow instructions but often does not understand what is being communicated Does not understand simple instructions despite repetition, clarification and augmented communication Sensory impairment/physical/medical condition impacts on ability to understand at times Sensory impairment/physical/medical condition impacts regularly on ability to understand and concentrate Sensory impairment/physical/medical condition, pain and continence management issues cause fatigue which has a significant impact on ability to understand and concentrate Child/young person can learn, retain and apply new skills and concepts Does the child/young person have difficulties in this area? If no, please go to Outcome 7. YES/NO Low level difficulties Medium level difficulties High difficulties Basic skills in core subjects are some way below age related expectations and progress is being made in response to targeted intervention Basic skills in core subjects are some way below age related expectations and slow progress is being made in response to targeted intervention Basic skills in core subjects are significantly below age related expectations despite a high level of targeted intervention – difficulties are persistent and long term Difficulties retaining information or new skills and concepts in some areas of the curriculum, with skills below those of peers of similar age Difficulties retaining information or new skills and concepts in some areas of the curriculum with skills substantially below those of peers of similar age Difficulties retaining information or new skills and concepts in all areas of the curriculum with skills substantially below those of peers of similar age Difficulties in planning and completing some tasks in comparison to peers which is impacting on ability to learn new skills meaning slow progress is being made despite targeted and appropriate interventions Significant difficulties in planning and completing most in comparison to peers and unable to apply new skills and concepts Significant difficulties in planning and completing all tasks in comparison to peers and unable to apply new skills and concepts
Difficulties recalling information learnt without use of pictures/verbal prompts/ communication aids etc but can generalise to different contexts once learnt Difficulties recalling information learnt without use of pictures/verbal prompts/ communication aids and can sometimes generalise it to different contexts Cannot recall information learnt and cannot generalise it to different contexts even with use of pictures/verbal prompts/ scaffolding etc Finds it difficult to stay on task and frequently disengages (less than daily, more than weekly) Finds it difficult to stay on task and frequently disengages (daily) Finds it exceptionally difficult to remain focussed on tasks; frequently distracted by stimuli in environment (throughout the day) Gaining the ability to organise self and belongings and is working towards some independence in these skills Difficulties with organising self and belongings impact on ability to participate in learning independently Does not understand the need to organise self and belongings and is unable to do so independently. This is unlikely to change Fine motor skills are under developed in line with peers Significant difficulties with some aspects of fine skills Persistent and significant difficulties with many aspects of fine skills Child/young person is increasing their independence Does the person have difficulties in this area? If no, please go to Outcome 8. YES/NO Low level difficulties Medium level difficulties High level difficulties Can self-care and/or physical/medical care skills when they are broken down into small steps and/or supervised by an adult Unable to manage equipment and individual care needs at present but has capacity to learn these skills in the future Unable to perform personal and/or physical/medical care in line with peers and this is unlikely to change Unable to dress/undress in line with peers but is able to perform some tasks independently Unable to dress/undress in line with peers but can assist with certain garments Unable to manage any part of their personal care due to profound mobility/co-ordination issues Forgets or ignores personal hygiene and does not understand importance of this Eats and drinks with adaptations, assistance etc – not in line with peers of similar age Participates in eating and drinking but is not able to feed self. These skills can be learnt with assistance and adaptations Unable to participate in eating and drinking independently (either fed via tube or requires full support to be fed, food mashed/pureed or specialist diet) and this is unlikely to change Can independence skills with additional prompts, guidance etc Age related independence is limited by anxieties/medical condition or lack of risk awareness Age related independence is unlikely to be achieved but a level of independence can be gained with intensive support
Difficulties organising self and equipment, including those needed to manage a physical/medical condition without regular prompts Needs additional time and/or practical help and prompts to organise self and equipment, including those needed to manage a physical/medical condition Does not understand the need to organise self and equipment, including those needed to manage physical/medical condition, and is unable to do so independently Working towards full independence in toileting but is unable to do so at present or is working towards full independence in management of catheterisation, stoma bag care etc Making small steps towards continence or independence in management of catheterisation, stoma bag care etc continence pads and is showing no awareness of need to use toilet or is not able to manage catheterisation, stoma bag care etc and this is unlikely to change Child/young person’s health is maintained so they can continue to learn Does the child/young person have difficulties in this area? If no, please go to Outcome 9. YES/NO Low difficulties Medium difficulties High level difficulties Health condition is well controlled as identified on Individual Healthcare Plan or by therapies and does not adversely impact on emotional Health condition requires interventions by adult in setting or access to specialist therapies and impacts on access to and participation in some areas of curriculum Unstable health condition requires frequent interventions and monitoring and/or specialist ongoing therapies Does not understand/accept health condition or disability, needs prompts and adult assistance to manage their condition safely and this impacts on emotional Does not have the understanding/ acceptance to manage their health condition and disability and requires full adult assistance to do so Misses between 15% and 20% of education (in a school year) due to illness/medical appointments Misses between 21% and 50%of their education (in a school year) due to illness/medical appointments Misses more than 50% of their education (in a school year) due to illness/hospital admissions/medical interventions Requires rest breaks/medical interventions throughout the week to maximise health Routinely requires rest/movement breaks/medical interventions throughout the school day to maximise health Becomes fatigued, requires regular rest breaks/medical interventions which result in frequent missed learning and impacts on attendance