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School based Assessment

At Northdown we clearly stipulate that we can't diagnose specific need and ensure our highly qualified teaching staff make parents aware of this, particularly when we share information around their child's progress. We are in the process of training key members of our SEN team to become specialists, some of whom will have the capability to diagnose certain conditions in the future. In the mean time we tailor many of our interventions, differentiation techniques and resources around the data that we receive from our assessment tools:
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COPS - is our Cognitive Profiling System for children between 4-8. We use it as part of our SEN Assessment toolkit and it is a child friendly software system for the early identification of dyslexia and problems in learning. It compares nine tests of fundamental cognitive skills and provides us with comprehensive data analysis and teaching strategies to target a child's specific weakness. 

  • Phonological awareness
  • Auditory discrimination
  • Auditory short term memory
  • Visual short-term memory
  • Visual and verbal sequences
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LASS - is our part of our SEN Assessment toolkit and identifies dyslexic tendencies and other learning needs. Lass identifies and assesses 

  • Visual memory
  • Auditory verbal memory
  • Phonic decoding skills
  • Phonological processing ability
  • Single word reading
  • Sentence reading
  • Spelling 
  • Reasoning
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Rapid - is part of our SEN Assessment toolkit and offers quick whole class dyslexia screening. We will be rolling it out across Northdown from September 2019. It will identify children for whom in depth adult led COPS and LASS assessments would be appropriate for.
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SNAP-SpLD (Specific Learning Difficulties) and SNAP-B (Behaviour) are online diagnostic assessments designed to pinpoint specific learning and behavioural difficulties which without identification, may limit a child’s potential to learn. They also offer targeted interventions involving both home and Northdown, offering an entirely rounded approach to fully support the specific needs of every child.
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Visual Stress Assessment - The pack provides our SEN team with a detailed assessment of the colour overlay needs of individuals with a full battery of information and assessment tools, presented in a clear, easy to follow format that is accessible to all staff across the school. We re-assess specific children every 6 months to ensure the assessment is still accurate.
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The Dyscalculia Toolkit - Developed by Ronit Bird, this kit provides practical advice to help children struggling with numeracy. The toolkit provides more intervention activities than assessments. However, we have found the tracking grids, organised by teaching point and section, handy for identifying specific need. Improving of assessment of dyscalculia indicators is one of our SEN teams strategic development goals of 2019/2220.
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Language Link- is our award winning package used to identify and support children with mild to moderate SLCN and those new to English in Key Stage 2. Suitable for children aged 7 to 11 years, it focuses on vital higher level language skills such as making inferences, complex grammar and figurative language. Every year Mrs Day (Our fantastic S&L Champion) assesses all our new intake of nursery and EYFS children using Speech Link, along with any other children for whom we have concerns.
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Boxall Profile - This is an assessment tool for social emotional and behavioural difficulties.The two-part checklist, which is completed by staff who know the child and young person best, is quick — and, very importantly, identifies the levels of skills the children and young people possess to access learning. Many children in school are insecure about their worth, often not able to articulate their feelings. Instead they show their discomfort by withdrawal, achieving much less than they could, not making good relationships. Others may act out their feelings of anger and failure by minor or major acts of disrupting the progress of others. Whatever the behaviour, the result is that they do not get positively engaged in education. Understanding what lies behind this can make all teachers much more confident in their class management.
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The Coventry ASD vs Attachment Problems Grid - Children with Autistic Spectrum Disorder and Attachment Disorder all present difficulty with flexible thinking and behaviour.  Their behaviour can be demanding and ritualistic, with a strong element of control over other people and their environment.  The different ‘flavour’ seems to be about personality style, a strongly cognitive approach to the world in Autistic Spectrum Disorder, and a strongly emotional approach in Attachment Disorder.  The need for predictability in Attachment Disorder suggests that the child is trying to have their emotional needs for security and identity met.  In Autistic Spectrum Disorder, the emphasis seems to be on trying to make the world ‘fit’ with the child’s preference for order and routine.  This grid helps us begin the process of identifying what interventions are suitable and providing more information to outside agencies in their diagnosis of ASD.
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