Overview
The Quick Checker can be used to support conversations between class teachers and parent carers at the initial concern stage (see SEN Graduated Response Flowchart). The Quick Checker is not a diagnostic tool but it is designed to identify barriers within the four broad areas of SEN.
Quick guide tables
Cognition and Learning
| Graduated Response Tool - Quick Checker Cognition and Learning | Yes / No |
|---|---|
| Lack of progress, even with differentiated high quality first teaching approaches which are targeted to gaps and barriers. | |
| Performance levels i.e., they are below the level within what most children and young people are expected to work. | |
| Difficulty acquiring basic literacy skills and knowledge, for example, phonics, reading fluency and reading speed. | |
| Difficulty acquiring basic maths skills and knowledge, for example, number bonds, applying and remembering maths learning. | |
| Retaining and recalling information—in the short and/or long term. | |
| Difficulty in dealing with abstract ideas, applying from prior learning and problem solving. | |
| Slow processing—they take longer to work through problems and tasks, but can do with longer time. | |
| Poor independent learning skills such as the ability to focus, listen, organise themselves, sequence, or sustain attention ona task. | |
| High level of dependence on adult support. | |
| Lack of confidence, avoidance of tasks and reluctance taking risks. |
Communication and Interaction Expressive Language
| There are concerns about the child or young person's: | Yes / No |
|---|---|
| Expressive language—their ability to use language to communicate with others, for example, finding the words they need or putting them in a cohesive sentence. | |
| Difficulty with speech sound or articulation skills. | |
| Difficulty using speech sounds accurately. | |
| Ability to use and express their ideas with clearly voiced and fluent speech, for example, stammering. |
Sensory and Physical: Physical Needs
| There are concerns about the child or young person’s: | Yes / No |
|---|---|
| Physical skills/needs are affecting their learning and/or access to the curriculum. | |
| Physical skills/needs effect their stamina and endurance levels impacting on quantity and quality of work achieved (such as fatigue). | |
| Physical skills/needs affecting their ability to access the school site/facilities. | |
| Physical skills/needs requiring them to have assistance with personal care/moving and handling. | |
| Physical skills/needs requiring additional support/equipment to evacuate the building safely in the case of an emergency. | |
| Physical skills/needs impacting on their ability to complete activities of daily living such as toileting, dressing, use of cutlery, use of scissors, writing etc. |
Sensory and Physical: Visual Impairment
| There are concerns which may be related to vision loss about the child or young person’s: | Yes / No |
|---|---|
| Holding printed resources and/or objects very closely or at an unusual angle. | |
| Failing to respond to non-verbal instructions. | |
| Losing their place when reading, skipping lines and struggling to find text on a page. | |
| Having difficulty accessing, or not paying attention to board work. | |
| Struggling in P.E., especially demonstrating poor spatial awareness. | |
| Appearing isolated in the playground. | |
| Having difficulty interpreting facial expressions, social cues and can get too close. | |
| Being withdrawn or demonstrating behavioural issues. | |
| Tripping over, or having difficulty with steps/stairs/uneven ground. | |
| Has difficulty orientating in an unfamiliar environment. |
Sensory and Physical: Hearing Impairment (Hearing Loss)
| There are concerns which may be related to hearing impairment about the child or young person’s: | Yes / No |
|---|---|
| Having noticeable delays or gaps in attention and listening, play, communication and understanding spoken interaction. | |
| Showing some of the following: poor speech intelligibility, difficulty with recognising and responding to phonics, limited vocabulary both receptive and expressive, and immature grammatical structures in spoken language. | |
| Being distractible in class, having poor listening skills in a busy environment, and asking you to repeat often. | |
| Having low levels of confidence. | |
| Voice varies considerably, which may be due to group size, distance from board/teacher, reverberant rooms or poor light levels. | |
| Being dependent on visual cues from their teacher or peers. | |
| Having difficulty in responding to questions, instructions, starting work after teacher input or discussion, recalling information, social and academic interaction with peers. |