Low level difficulties (displayed less frequently than daily but more frequently than weekly) Medium level difficulties (displayed at least daily) High level difficulties (displayed throughout the day) Behaviours disrupt the learning of others (these behaviours include emotional or verbal outbursts, physical reactions, repetitive actions) Behaviours disrupt the learning of others Behaviours have a major impact on others’ learning in all environments Behaviours disrupt their own learning on a daily basis Behaviours have a significant impact on his/her well-being and learning opportunities Difficulties identifying and regulating emotions impact on his/her and others’ learning Difficulties identifying and regulating emotions impact on his/her and others’ learning Persistent difficulties identifying and regulating emotions impact on his/her and others’ learning and well-being Difficulties following setting routines and expectations impact on his/her and others’ learning Difficulties following setting routines and expectations impact on his/her and others’ learning Persistently challenging behaviours (e.g. uncooperative, destructive and disruptive) Low level difficulties Medium level difficulties High level difficulties Sometimes hurts other children inadvertently/ disrupts learning due to boisterous behaviours etc Often boisterous and/or extremely excitable and this impacts on his/her and other children’s learning Will hit out at other children and become very distressed whether they come near his/her play or not on a daily basis Child can communicate functionally with others and be understood Does the child have difficulties in this area? If no, please go to Outcome 3. YES/NO Low level difficulties Medium level difficulties High level difficulties Uses language for a range of functions but is not able to maintain a conversation or be understood clearly by others Uses language for a limited range of functions and has difficulty using language to communicate effectively their message Unable to communicate consistently for a range of communicative functions, eg requesting, commenting, questioning, refusing and greeting
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 are used alongside verbal instructions Unable to understand and carry out simple instructions independently or in line with age despite repetition, clarification and augmented communication Sensory impairment/physical/medical condition impacts on ability to understand at Sensory impairment/physical/medical condition impacts regularly on ability to understand and concentrate Sensory impairment/physical/medical condition causes fatigue which has a significant impact on ability to understand and concentrate Child can learn, retain and apply new skills and concepts Does the child have difficulties in this area? If no, please go to Outcome 7. YES/NO Low level difficulties Medium level difficulties High difficulties Basic skills are some way below age related expectations and progress is being made in response to targeted intervention skills are some way below age related expectations and slow progress is being made in response to targeted intervention Basic skills are significantly below age related expectations despite a high level of targeted intervention – difficulties are persistent and long term Sensory impairment (VI/HI/MSI) impacts on ability to access the EYFS in line with peers in some areas Sensory impairment (VI/HI/MSI) has a significant impact on ability to access the EYFS in line with peers in most areas Sensory impairment (VI/HI/MSI) has a significant impact on ability to access the EYFS in line with in all areas Difficulties retaining information or new skills and concepts in some areas of the EYFS, with skills below those of peers of similar age Difficulties retaining information or new skills and concepts in some of the EYFS with skills substantially below those of peers of similar age Difficulties retaining information or new skills and concepts in all areas of the EYFS with skills substantially below those of peers of similar age Difficulties in undertaking and completing some tasks in comparison to peers which is impacting on ability to learn new skills meaning slow Significant difficulties in undertaking and completing most tasks in comparison to peers and finds it very difficult to apply new skills and concepts Significant difficulties in undertaking and completing all tasks in comparison to peers and unable to apply new skills and concepts
progress is being made despite targeted and appropriate interventions 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 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) it exceptionally difficult to remain focussed on tasks; frequently distracted by stimuli in environment (throughout the day) Fine motor skills are under developed in line with peers Significant difficulties with some aspects of fine motor skills, including mark making and handwriting Persistent and significant difficulties with many aspects of fine motor skills, including mark making and handwriting Child is increasing their independence Does the have difficulties in this area? If no, please go to Outcome 8. YES/NO Low level difficulties Medium difficulties High level difficulties Can self-care skills in line with peers when they are broken down into small steps and/or supported 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 care in line with peers and needs intensive support to learn these skills Learning to dress/undress independently although not in line with peers Unable to dress/undress independently but can assist with some garments Unable to dress/undress due to profound difficulties Able to eat and with adaptations, assistance etc – not in line with peers Participates in eating and drinking but is not able to feed self – these skills could 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 is this is unlikely to change Continent but unable to toilet self independently at present although these skills can be learnt Wears nappies/continence pads and is showing limited/no awareness of need to use toilet Wears nappies/continence pads day and night and this is unlikely to change
Able to access most of the environment independently and requires support for others Able to access most areas of the environment with support/equipment Unable to access most of the environment safely due to level of impairment/physical difficulties, despite “reasonable” adjustments Physical/health condition or sensory impairment they get more tired than peers and are physically less able to access and participate in opportunities Physical/health condition or sensory impairment they have fluctuating fatigue and are not always able to access and participate in opportunities Physical/health condition or sensory impairment means they experience fatigue or pain frequently and this impacts on their ability to access and participate in opportunities Sensory or mobility needs arising from balance and coordination difficulties occasionally impact on safe access to environment Sensory or mobility arising from balance and coordination difficulties regularly impact on safe access to environment Sensory or mobility needs arising from balance and coordination difficulties frequently impact on safe access to environment Less awareness of danger/risks than peers and puts self at risk sometimes when exploring environment Little awareness of personal safety and so puts self at risk regularly when exploring the environment Unable to move around the environment independently due to lack of awareness of personal safety and putting self and others at significant risk