Cannon Street, Salford, Manchester, M3 7EU

0161 832 4664

0161 835 2915

thefriars.primaryschool@salford.gov.uk

The Friars Primary School

forward into the future

Identifying and Assessing SEND

In identifying children with SEND, we pay close attention to the SEND Code of Practice (2015)

At The Friars Primary School, we have in-house expertise in identifying and assessing children's special educational needs. The school has several instruments that can help to identify children's difficulties in different areas to enable us to devise interventions that are closely matched to group and/or individual need. 

Depending on referral information and concerns regarding a child, the most appropriate assessment tools for exploring their difficulties are selected. 

Cognition and Learning

Wide Range Intelligence Test (WRIT) and Kaufman Brief Intelligence Test, Second Edition (KBIT-2)

These tests enable us to identify children's underlying ability. You can read more about these tests by clicking on one of the following links: KBIT-2 and WRIT

Kaufman Test of Educational Achievement, Third Edition (KTEA-3)

This provides a detailed assessment of a child's performance. To see the areas assessed by KTEA-3 please click here and scroll down the KTEA-3 page on the Pearson Clinical website. 

Wide Range Achievement Test Fourth Edition (WRAT-4)

This gives a snapshot of a child's attainment in Reading, Math Computation and Spelling. More details about WRAT-4 can be found by following this link

Sandwell Early Numeracy Test - Revised (SENT-R) and Sandwell Early Numeracy Test KS2-KS3

These tests enable us to make a detailed assessment of children's ability with number, exploring five strands: number identification, oral counting, value, object counting and language. The tests can provide a baseline of children's ability in early mathematical development against which progress can be measured at a later date. Areas for intervention are determined by analysing a child's performance. This can lead to one-to-one or small group teaching intended to address gaps and insecurities in children's knowledge and understanding. The GL Assessment website provides further information SENT-R and SENT KS2-KS3

KeyMath3 UK

This provides a detailed diagnostic assessment of children's strengths and areas that need to be addressed to promote mathematical development. It can be used to inform the focus of intervention and used to monitor children's progress across time. For further details on KeyMath3 UK, please visit the Pearson Clinical website. 

Other assessment tools we have access to are listed below: 

  • Dyslexia Portfolio
  • Comprehensive Test of Phonological Processing - Second Edition (CTOPP-2)
  • York Assessment of Reading for Comprehension (YARC)
  • New Salford Sentence Reading Test 
  • Gray Silent Reading Tests (GSRT)
  • Detailed Assessment of Speed of Handwriting (DASH)
  • Wide Range Assessment of Memory and Learning, Second Edition (WRAML2)
  • Diagnostic Reading Analysis (2nd Ed)
  • Cognitive Abilities Profile (CAP)
  • WIAT-II UK for Teachers 

Social, Emotional and Mental Health (SEMH) Difficulties 

We have several assessment instruments that help us to understand children's social, emotional, behavioural and mental health needs. These are listed below. 

  • Social Skills Improvement System (SSIS)
  • The Boxall Profle
  • Behavioural Assessment System for Children, Third Edition (BASC-3)
  • Strengths and Difficulties Questionnaire (SDQ)
  • SNAP IV (for ADHD)

Generally, school staff and parents/carers are asked to complete rating scales. Where children are old enough to complete a rating scale, they are involved in giving their view of their social and emotional experience. 

Speech, Language and Communication Needs (SLCN)

We have the British Picture Vocabulary Scale: Third Edition (BPVS3). This allows us to assess a child's receptive language (understanding of words) and identify children who may benefit from direct work on vocabulary.