Identifying learners with SEN

How to identify your learners with special educational needs

The SEND Code of Practice (2014) is very clear that early identification of children with special education needs should be a priority. After all, the earlier that difficulties are identified, the earlier that intervention and support can be initiated to meet them.

Within your school SEND policy you should clearly state how you are going to do this, which will of course vary greatly depending on the age of the children in your school.

Early investigations: observations, monitoring and checklists

Initially, it might be that you rely on class teacher observations and school assessment data, which means you need to be sure that the staff in your setting know what to look for. This may, of course, have implications for training. How confident are you that your teachers and support staff understand some of the common learning and language needs experienced by children and young people?

Consider the use of observation checklists and other informal monitoring or screening tools at this stage. Many have clear recommendations for support, based on the specific areas of difficulty the child is experiencing.

And don’t forget that parents are part of this puzzle too; they hold key information about their child which, as a school, you may not yet be party to. Always ensure that concerns are shared with the family and treat them as equal partners in the process of trying to establish a picture of need. Whilst face-to-face (or virtual) meetings would always be recommended - at least in the first instance - you could use this questionnaire (adapted for your setting) to gain some background information from the child’s family – although be aware that the person you’re asking  to complete it may well have difficulties of their own, and so this needs to be taken into consideration when sending it home.

It goes without saying that quality first teaching and differentiation (including carefully chosen resources and assistive technology) in the classroom should be in place to support all children. This ‘universal support’ should enable the majority of children to make good progress. However, the class teacher will need to monitor carefully the response of a child they are concerned about to any reasonable adjustments made in order for them to access learning. And it is if these difficulties persist, despite inclusive quality first teaching, that the SENCO should be informed, so that - as part of the assess, plan, do, review, cycle – the child’s need can become better understood and more targeted intervention can be initiated or more in-depth assessment requested.

Screening tools – including whole year group screening

There are many commercially available tests and assessments that schools can choose to use to gain a better understanding of a child’s learning profile, even in the early stages. Programmes such as Language Link are excellent as they have appropriate resources and schemes of work with which you follow up any difficulties identified. Other individual screening tools (such as SNAP) offer recommendations for classroom and targeted support, as well as the potential need for onward referrals. The British Dyslexia Association also produced several age-specific neuro-diversity profiling tools with other groups of professionals which are freely available online and excellent for helping a SENCO to unpick just what it is that the child needs support with.

A word of caution though: many screeners and checklists often refer to ‘labels’ such as dyslexia, dyscalculia, ADHD, autism and so on. Using these diagnostic terms in relation to a child is not helpful unless they have been assessed and the diagnosis confirmed by an appropriate qualified professional. And at this point in time it really is about understanding need and ensuring intervention is appropriately targeted.

Further assessment – including diagnostic assessment

When any type of assessment is carried out, there must be a clear rationale for doing so. The idea of the Assess-Plan-Do-Review cycle is one of establishing a picture of need and a starting point, planning intervention and support (based on the outcome of the assessment), carrying out said intervention, and then, of course, following this up with an evaluation of the child’s response, almost certainly in the form of an assessment… Indeed, paying careful attention to the impact of an evidence-based intervention on the child’s progress and attainment in the targeted skill or skills, can give a SENCO a clearer idea of whether or not there may be the need to carry out further investigation into their learning profile. Where a child does not make the expected progress or where progress is made as a result of an inordinate display of effort, it would be pertinent and prudent to commission a more thorough assessment of their strengths and weaknesses through standardised assessments, rather than curriculum-based tests or those linked to the intervention itself.

Whilst there may be the expertise in the SEND department within your setting, often schools use external professionals with additional qualifications in assessment to carry out standardised tests, which compare the child’s skills and abilities with similar aged peers. The types of assessments offered by SEND Pathways vary depending upon the requirements of the school and the purpose of the assessment. Many will offer a school, the child and their family a greater insight as to their strengths and weaknesses, however some assessments might provide information about progress made towards targets, as would be in the case of a monitoring visit for an Education, Health and Care Plan annual review.

Whilst diagnostic labels are not always required – and should never be ‘waited for’ before support is put into place and intervention initiated – it is widely accepted that they can be helpful for many children, young people and their families. Many people with dyslexia, for example, will tell you that confirming they had a specific learning difficulty resulted in improved self-esteem and self-confidence. Diagnostic labels are also sometimes the only way to access support as an adult.

SEND Pathway assessments available to schools 

All assessments include recommendations for support and, where applicable, will include details of any suggested onward referrals.