The information from assessment is one piece of information, which can be added to other sources from parents, pre-school and teachers.

In most cases, special educational needs are best identified by collecting information over time, and it is the failure to thrive or exceptional progress which is really important.

(Prof. Peter Tymms Director of the PIPS (Performance Indicators in Primary Schools) Project).

Teachers should consider the progress of children scoring below 40 (monitoring their work) and pay particular attention to those who score 30 or below.

These results may alert the teacher to the possibility that some children have special educational needs and should plan suitable learning experiences to meet their needs.

Children who score 70 or above are unusual and the teacher should be aware of this when planning learning activities.

Gifted and talented children should be monitored within the school and should be included on the school more-able register if appropriate.

There are 3 areas assessed in the PIPS (Performance Indicators in Primary Schools) on-entry assessment.

The most reliable area is reading, which is a good indicator of later achievement.

The phonics section can also be useful.

Children who score low in phonics, in comparison to reading and maths, may have a particular need.

It may be appropriate to assess phonological awareness using another assessment and teachers would be advised to discuss the issue with the schools SEN co-ordinator.

Please note that the LEA indicator test (SEN register) for reception and year 1 is the Boehms Test.

Teacher assessment should also be an important part of the early identification of special educational needs.

For more information please contact:

Angela Jones, Teaching and Learning Consultant, Foundation Stage and Primary Data
Tel: (01482) 392467
E-mail: angela.jones@eastriding.gov.uk