b 10.04.1998 This document to be included with the request for an EHC needs assessment Aspect Threshold Criteria Evidence from setting/other Checklist Long term, complex and low incidence need 2nd percentile or lower () in core attainment area. Essential Written summary of CYP’s learning need(s). [ ] EY: the CYP should be at a developmental level of half his/her chronological age, as shown in EYFS Tracker or similar. [ ] S/CA: records of school-based standardised assessments (for examples see ). [ ] S/CA: levels of progress or other levels over time (throughout their schooling or the last 3 years). Details of measure(s) used, date, and analysis identifying areas of particular difficulty. [ ] Evidence must include CYP’s views about the challenges s/he experiences. [ ] Written record of standardised assessments. [ ] Interventions and support Additional support in place above and beyond the first two levels of the . If appropriate, support recommended by and relevant professionals. Use of evidence based approaches. Setting has initiated parent/carer and CYP involvement, and gained their views. CYP requires personalised support for 50% or more of their time in the setting. Essential EY: timetable of support including cost showing how the Inclusion is being used. [ ] S/CA: timetable of support including cost of Element 2 (delegated) and Element 3 funding (high to meet the Graduated Approach- targeted and personalised levels. [ ] Description of support that has taken place (REHC 7). [ ] Evidence of parent/carer and CYP involvement (REHC 2b and REHC 3). [ ] Evaluation and progress Detail of progress with evidence of it being monitored and evaluated: Use of Plan, Do, Review cycle Recorded on outcome focused such as provision maps or IEPs Essential CYP’s record showing outcomes and evidence of at least two reviews over a six month period. To include evidence of changes of outcomes and support made as a result of first review. [ ] EY: Early Years Foundation Stage tracker (REHC 6). [ ]
Appendix 1 Examples of standardised assessments for schools Title Date Authors Publisher Age Range Literacy Neale Analysis of Reading Ability, 2nd revised British edition (NARA II) 1989 Neale, M.D NFER-Nelson 6 -12 years 11 months Phonological Assessment Battery (PhAB) 1997 (second edition now available- 2014) Fredrickson, N; Frith, V & Reason, R NFER-Nelson 6 – 14 years Single Word Spelling 2000 l & Masterson, J NFER-Nelson 5 years- 15 years 2 months Test of Word Reading Efficiency (TOWRE) 1999 Torgesen, J K; Wagner, R K & Rashotte, C A Pro-Ed (available in the UK from Harcourt Assessment) 6 years-24 years 11 months Vernon Graded Word Spelling Test 1997 Vernon, P E Hodder & Stoughton 6-18 years Wide Range Achievement Test IV (WRAT IV) Reading, spelling 1993 Wilkinson, G S Wide Range Inc (available in the UK from Harcourt Assessment) 5-18 Diagnostic Reading Analysis 2004 Crumpler, M & McCarty, C Hodder & Stougton www.hoddertests.co.uk 7-16 years Numeracy Sandwell Early Numeracy Test- Revised 2011 Arnold, C, Walden, R, Bowden, P Sandwell Children and Young People’s Service (available from GL Assessment) 4 years – 7 years 11 months Wide Range Achievement Test IV (WRAT IV) Arithmetic 1993 Wilkinson, G S Wide Range Inc (available in the UK from Harcourt Assessment) 5-18 years Basic Number Screening Test Gillham, B & Hess, K Hodder & Stoughton 7-12 years Basic Number Diagnostic Test Gillham, B & Hess, K Hodder & Stoughton 5-7 years