How can cognition and learning needs be supported by further cycles of assess, plan, do, review?

• Once concerns about a young person’s learning have been identified, more detailed assessment is likely to be needed to identify the specific areas of concern and potential barriers to learning.  
• Assessment over time is needed, in consultation with the young person,  to assess progress and the effectiveness of any interventions that have been put into place.   
• The following different types of assessments should be undertaken:   
  • Formative criterion/curriculum-based assessments (assessment in curriculum areas and specific skills for example sight-word knowledge, reading fluency, counting skills, and can be compared over time)  
    • Warwickshire EPS Reading Accuracy, Fluency & Generalisation Assessment 
    • Warwickshire EPS Reading Assessment: Record sheet 
    • Warwickshire EPS Instructional sequence for teaching reading skills 
    • Warwickshire EPS Spelling Accuracy Assessment: Teacher Booklet 
    • Warwickshire EPS Spelling Accuracy Assessment: Pupil Booklet 
    • Warwickshire EPS Numeracy Accuracy & Fluency Assessment 
• Ipsative assessment (assess/ plan/do/review cycles to assess how the young person is progressing compared to their previous performance)  
• Normative assessment (standardised tests to show how the young person performs compared to other young people the same age – this may provide a pre-post intervention measure)  
• Assessment needs to take into account the range of possible factors contributing to a young person’s cognition and leaning needs. 
• Specialist Support Service assessment and involvement may support the assess, plan, do, review process and understanding of SEND.   

Detailed assessment for children not achieving the expected standards of the national curriculum:

• The DfE have published pre-key stage standards for statutory teacher assessment judgements for the end of Key stage 1 and Key stage 2  which should be used for pupils who are working below the national curriculum teacher assessment frameworks, but above P4 of the P scales.  
• If a pupil is working below P4, teachers should report their assessments using P1 to P4 – see The engagement model: Standards & Testing Agency for more details.  
• B-squared  
• In addition please see information from Lancashire County Council about their PIVATS assessment and how it can be used alongside the National Curriculum standards for young people who are achieving below expected standards.

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