For many children, using additional assessments, e.g., the Oxfordshire Developmental Journal, will support settings to better understand, appreciate, and celebrate children’s attainment and plan for their future learning as part of the graduated response to meeting the needs of Early Years children with SEND.
This section suggests assessment tools that settings might use to learn more about a child’s strengths and areas of learning/development need.
For all children with SEND
EYFS Framework The standards that school and childcare providers must meet for the learning, development and care of children from birth to 5: Early Years Foundation Stage (EYFS) Statutory Framework - GOV.UK (www.gov.uk)
Non-statutory guidance for the Early Years Foundation Stage: Development Matters - GOV.UK (www.gov.uk).
Birth To 5 Matters – Guidance by the sector, for the sector
Information regarding the holistic assessment of a child’s health and development which takes place between 24 and 30 months by the Health Visiting Service: Health and Early Education 2 year check
Early Years SEND Indicators tool (xlsx format, 116 KB). A strength-based tool to help identify detailed information about a child's progress and needs.
Oxfordshire Developmental Journal (ODJ) A detailed assessment and planning tool that can be used to support early years children with SEND: Oxfordshire Developmental Journal (ODJ) (docx format, 411Kb)
Communication and Interaction needs
WellComm. A screening tool and intervention toolkit used to support the early identification of young children’s speech, language and communication needs.
Speech and Language UK progress checker. A tool for parents and educators to monitor and track the development of children's speech, language and communication skills.
Speech and Language UK’s Universally Speaking booklets show where children should be with their communication skills at any given age.
Speech Sounds development chart
Tools that can be used to identify children who may require referral for speech and language therapy:
The Autism Education Trust Sensory Assessment Checklist looks at how children respond to sensory experiences: AET Sensory Assessment Checklist
Affect Autism Sensory Screening Tool looks at how children respond to sensory experiences: Sensory Screening Tool (affectautism.com)
For children with Autism use the Oxfordshire’s SCERTs in Action - a framework that supports assessment and planning for children with autism. Social Communication Emotional Regulation Transactional Support (SCERTS).
- EY SCERTS in Action Assessment - Social Partner Stage (document under review)
- EY SCERTS in Action Assessment - Language Partner Stage (document under review)
- EY SCERTS in Action Assessment - Conversation Partner Stage (document under review)
Cognition and learning needs
Early Support Developmental Journals:
Down Syndrome A Developmental Journal designed to help families and professionals track and understand the development of a child with Down Syndrome: The developmental journal for babies and children with Down Syndrome
Multiple Needs A Developmental Journal designed to help families and practitioners support the achievements of children whose development is affected by multiple factors that result in challenges to learning: The developmental journal for children and young people with multiple needs
Social, Emotional and Mental Health needs
The Leuven Scale of Active Engagement in Learning A helpful measure of well-being and engagement. It is contained within the Oxfordshire Developmental Journal to support assessment: https://www.scilt.org.uk/Portals/24/Library/resources/hmi/Leuven_Scale.pdf
Early Years SEN toolkit - For all children with SEN
Behaviour iceberg (pdf format, 65Kb).To support understanding and identification of communication behind behaviours:
ABC chart (pdf format, 63Kb). An observation tool that helps with understanding behavioural responses, by recording what happened before, during and after events.
Individual Risk Assessment template: Templates that can be used to help identify and manage potential risks for a child in an Early Years setting.
Risk assessment on behaviour template (doc format, 135Kb)
General/Medical needs template for an individual risk assessment
Sensory and or physical needs
A resource that can be used to help the families of deaf children and the people that support them to observe, monitor and record the progress that children make: Success from the Start: A developmental resource for deaf babies and children aged 0-3.
Additional assessments for children with Hearing Loss If a child/ young person appears to have a hearing difficulty that has not been previously identified, the first step is a GP referral to community paediatric audiology for further assessment. Parents should be asked to discuss this with their child’s GP. Diagnosis of a difficulty by the community paediatric audiology team will trigger the involvement of the SENSS Deaf and Hearing Support team who will work alongside the school to support the child’s access to learning.
Additional assessments for children with Vision Impairment If a child appears to have a visual difficulty that has not been previously identified parents should be referred to an optician or the child’s GP. The optician or GP will be able to make a referral to an eye hospital if necessary. Diagnosis of a difficulty by the eye hospital will trigger the involvement of the SENSS Vision Impairment team who will work alongside the school to support the child’s access to learning.
Additional assessments for children with Multi-Sensory Impairment If a child appears to have a multi-sensory difficulty that has not been previously identified contact the Advisory teacher for multi-sensory impairment (MSI) from SENSS. An advisory teacher from the SENSS Multi-Sensory Impairment Team will undertake specialist assessment and provide specialist advice. S/he will also advise about involving any other professionals.