working together for health & well-being
ANNUAL REVIEW REPORT OF A STATEMENT OF SEN
School report to be completed before the meeting and sent to parents/carers and other
participants of the meeting at last 2 weeks before the meeting date.
Please note that there should be one report only from the school. The SENCO should
incorporate all other reports within this school report.
The pupil, parents and other agencies should be asked to provide other reports as
appropriate.
NB To ensure that the most up-to-date copy of the statement is used at the Annual
Review and for amendment purposes please contact the relevant Case Officer for an
electronic copy.
School:
Date of Review Meeting:
Name of Pupil:
DoB:
REVIEW OF THE PAST YEAR
A brief summary of current strengths.
Key areas of concern (academic, social etc.), noting successful strategies where appropriate.
Significant changes in circumstances since the latest review.
Comments on progress made toward achieving the objectives as set out in the statement and
targets as set out in the IEP – most recent IEPs reviews and monitoring to be attached.
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STANDARDISED TEST RESULTS
(See next page for recommended tests)
a. Previous test results
Area
Name of Test
Date of previous
test and
Chronological
Age at testing
Standardised
Score /
Centile /
Age equivalent
Administered by
(Name & Role)
Reading
Accuracy
Reading
Comprehension
Spelling
Numeracy
b. The most recent tests MUST have been completed within 3 months of the date of this form.
Area
Name of Test
Date of previous
test and
Chronological Age
at testing
Standardised
Score /
Centile /
Age equivalent
Administered by
(Name & Role)
Reading
Accuracy
Reading
Comprehension
Spelling
Numeracy
National Curriculum (Most recent Teacher Assessment Level / or current ‘Working at’ Level):
English
Maths
Science
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(Please note that the published Key Stage results will be accessed by the SEN Service)
SPAR Spelling and Reading Tests are designed for the 7.0 – 8.11 age range and give a
standardised score, percentile and age equivalent scores.
Wide Range Achievement Test (WRAT 4) is designed for the 5.0 – 94 age range and gives a
standardised score, percentile and age equivalent score. It assesses single word reading,
comprehension, spelling and arithmetic.
Neale Analysis of Reading Ability (NARA) is designed for the 6.0 – 13.0 age range and gives
a standardised score, percentile and age equivalent score. It assesses reading accuracy,
reading comprehension and reading rate.
Diagnostic Reading Analysis (DRA) is designed for the 7.0 – 16.0 age range and gives a
standardised score, percentile and age equivalent score. It assesses reading accuracy, reading
comprehensive and fluency/reading rate.
Salford Sentence Reading Test is designed for the 5.0 – 10.6 age range and gives a
standardised score, percentile and age equivalent score. It assesses sentence reading.
Edinburgh Reading Test 1 – 4 (ERT) are designed for the 7.0 – 14.6 age range and gives a
standardised score, percentile and age equivalent score. It assesses different areas of reading
competence.
British Spelling Test Series (BSTS) is designed for the 5.0 – 17.5 age range and gives a
standardised score, percentile and age equivalent score. It assesses spelling through single
word spelling, dictation and proof of checking activities.
Basic Number Screening Test is designed for the 7.0 – 11.0 age range and gives a
standardised score, percentile and age equivalent score. It uses verbal instructions only and no
reading is involved.
Mathematics Assessment for Learning and Teaching (MaLT) is designed for 4.0 – 15.5 age
range and not only gives a standardised score, percentile and age equivalent score but also a
national curriculum level.
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SCHOOL BASED ASSESSMENTS
For Years 1 and Above
National Curriculum Information/GCSE Predictions (current working levels)
ENGLISH
MATHEMATICS
SCIENCE
ACCESS
ARRANGEMENTS
For those at P Levels Year 1 and Above (current working levels)
ENGLISH
MATHEMATICS
SCIENCE
P1 - 3
P4 – 6
P7 and 8
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
If the pupil is in Year 1, please provide a Summary of the Foundation Stage Profile, from Reception also, to include Personal, Social and
Emotional Development; Communication, Language and Literacy; and Mathematical Development, so that evidence over a period of time
can be noted.
Foundation Stage Profile
Foundation Stage Area of Learning
Personal, social and emotional development:
Communication, language and literacy:
Mathematical development:
Date
Date
Date
Dispositions and Attitudes
Social Development
Emotional Development
Language for communication and thinking
Linking sounds/letters
Reading
Writing
Numbers for labels for counting
Calculating
Shape, space, measures
Knowledge and understanding of the world:
Physical development:
Creative development:
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Details of how the additional resources are currently used to support the pupil’s Special
Educational Needs.
Details of any support provided from external sources including LA support services, Health,
Social Services etc.
(For pupils in Special Schools) What action, if any, might enable the pupil to be included in a
mainstream environment?
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