Tracking Small Stepped Progress For
Pupils’ On The SEN Record
Leicestershire Local Authority
Materials for Assessing and Tracking Small Stepped
Progress of Pupils on the SEN Record.
The following assessment schedules are offered as one way in which SENCos and
all teachers can:
a)judge the achievement of individuals and groups
b) track individual progress
c) inform the grouping of learners with similar needs
d) review medium and short term planning
e)set quantitative and differentiated curricular targets linked to
interventions, through incorporating explicit entrance and exit
criteria targets
Those learners whose overall achievements fall significantly outside the
expected ‘norm”, and are therefore judged to have Special Educational
Needs, are placed on the SEN Record by schools, at School Action or
School Action Plus, under the ‘graduated response’.
Such learners will then require access to interventions which address their
specific identified needs through additional/ different support or intervention,
in order for them to learn more effectively.
This provision at Wave Three aims to reduce gaps in attainment through the use
of an intensive approach, which is followed for an identified time scale.
It involves the identifying of pupils with similar needs through the analysis of
whole school and individual based results and the regular review and tracking of
pupil progress, both over time and to monitor their small stepped progress.
This approach also informs the deployment and management of resources,
including personnel, so ensure that a range of age-appropriate, effective
interventions are offered.
It is envisaged that the data collated from the summative assessments,
shown through the pupil progress tracker, will sit with the class teacher,
but will be shared with SENCos for monitoring purposes.
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Leicestershire’s Children and Young People’s Service
Assessments Used:
Existing Class Based assessments – NC and P Levels


Writing
Maths
- Level given unaided written work each term
- Teacher assessment each term
Additional assessments Provided In Pack
[To be used for baseline and summative assessments]

Grapheme / Phoneme Correspondence Sheet

Phonetically Regular Words [Reading]
- List of words for area worked on through intervention
- Next list of words, as baseline assessment, if does very well

Phonics Diagnostic Schedule [Spelling]
- List of words for area worked on through intervention
- Next list of words, as baseline assessment, if does very well



Key Words To Read and Write
Pupil Progress Tracker
Intervention Monitoring Sheet
- Tricky Words List
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Leicestershire’s Children and Young People’s Service
Grapheme/Phoneme Correspondence Name
Date
For reading –use a set of tactile letters. Show child letter; child says phoneme/sound
For writing – say phoneme/sound, child writes the grapheme/letter
Read
Write
a
b
c
d
e
f
g
h
i
j
k
l
m
n
o
p
q
r
s
t
u
v
w
x
y
z
Number correct:
Read
Write
Reading Assessment –
Phonically regular words
CONTENTS:
 Record sheet
 Word sheet for child
This has been devised with the intention that the child only sees one section at a
time. The sheet can be cut up (number cues are given at the bottom of each section
to indicate the order) or sections can be hidden with card.
BASELINE ASSESSMENT:
Estimate the level at which the child is working. If unsure, give one or two words from each
section to pitch the level.
Highlight any words on your record sheet which have been mis-read. Also note any
behaviours – e.g. sounding out each single letter sound. Record in the boxes on the record
sheet the level of skill using the following key-


x
- working towards(many unknown in the section)
?
- accurate but segmenting and blending (e.g. c.a.t – cat)

- secure (child has automatic response for each word)
Continue giving words, in the order they present, until the learner has reached the point
where they are less than 50% accurate.
This marks the point where the learner will need support through an intervention
programme, that will be outlined on the school’s Provision Map.
ASSESSMENT PRIOR TO REVIEW:




The adult would only give the words for the term that they are working in [e.g. Autumn
Term for an October Review] and only for the area that the learner has been
supported in through the intervention.
Therefore, if a learner had been identified that they had a problem writing words with
adjacent consonants [CCVC words] and they had subsequently been supported, through
an intervention programme looking at CCVC words, then they would be given the Phase 4
words, for that term, as shown on the sheet
Record the number of correct responses on the tracking sheet.
Consider if the pupil requires further support in this area [using the intervention’s exit
criteria] or will need support in another areas.
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Leicestershire’s Children and Young People’s Service
Adults’ Assessment Sheet
Reading Assessment - Phonically regular words
Name
Date
Score
/100
Comment
2 letter words
at
up
/5
if
it
an
Simple Consonant Vowel Consonant
(Phase 3i)
/10
sad
yet
dig
fox
hut
jet
sip
bun
pan
rod
Consonant Digraphs [Double Letters]
hiss
tell
Consonant Digraphs
chap
shot
back
when
huff
(Mostly Phase 2 - zz is Phase 3 )
buzz
(Mostly Phase 3ii – wh is Phase 5)
thin
bang
Adjacent Consonants (CCVC)
step
brim
from
much
/10
rush
moth
quit
(Phase 4)
grass
pram
trip
crab
blot
clap
flip
glad
plug
slip
smell
snap
spot
skip
swim
twig
drab
/4
/21
scab
Sub total
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Leicestershire’s Children and Young People’s Service
/50
Adjacent Consonants
(CVCC)
(Phase 4)
bump
help
tuft
belt
wept
self
fist
milk
fact
next
mint
wisp
Vowel digraphs + trigraph (igh)
/16
fund
dusk
held
sink
(Phase 3iii/ 5)
/23
peel
boot
meat
kerb
loud
first
burn
cow
train
pay
tart
draw
fork
coin
toy
soap
haul
thief
chew
head
snow
sigh
Split Vowel Digraph
fate
ride
Polysyllabic Words
herself
milkshake
disaster
imitate
wool
(Phase 5)
pete
cube
/5
code
(Phase 5)
/6
playground
mountain
Total
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Leicestershire’s Children and Young People’s Service
/100
Child’s version
at
up
if
it
an
1
sad
yet
dig
fox
hut
jet
sip
bun
pan
rod
2
hiss
tell
huff
buzz
3
chap
shot
thin
much
back
when
bang
quit
rush
moth
4
step
brim
from
grass
pram
trip
crab
blot
clap
flip
glad
plug
slip
smell
snap
spot
skip
swim
twig
drab
scab
8
Leicestershire’s Children and Young People’s Service
5
bump
help
tuft
belt
fund
held
wept
self
fist
milk
dusk
sink
fact
next
mint
wisp
6
peel
boot
meat
kerb
loud
first
burn
cow
train
pay
tart
draw
fork
coin
toy
soap
haul
thief
chew
head
snow
sigh
wool
7
fate
ride
pete
cube
code
8
herself
disaster
milkshake
playground
imitate
mountain
9
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Leicestershire’s Children and Young People’s Service
Phonic Diagnostic Schedule – Spelling
Phased Skills



NEEDED:
Vernon Spelling Test [screening test]
Diagnostic Schedule sheet [for staff]
Paper [for pupils]
INITIAL SCREENING ASSESSMENT:



This will be completed through administering the Vernon “Graded Word” Test to pupils.
Analysis of the results of this assessment will show teachers which phonic area the pupils are
having difficulty with.
Staff will then use the word lists from the “Diagnostic Phonic Schedule” sheet to obtain
baseline assessment information, prior to completing an intervention which directly addresses
the pupil’s identified need.
BASELINE ASSESSMENT:

When completing the baseline assessment [at start of intervention], start from the section
BEFORE you feel the pupil is experiencing difficulties [as shown through the Screening
Assessment [Vernon].

If you are completing the baseline assessment at the beginning of the academic year
[September], give the learner the words from the Summer Term’s list.
The adult says the word twice; the pupil writes the word on their sheet.
Continue giving words, in the order they present, until the learner has reached the point where
they are less than 50% accurate.
This marks the point where the learner will need support through an intervention programme,
that will be outlined on the school’s Provision Map.



ASSESSMENT PRIOR TO REVIEW:




The adult would only give the words for the term that they are working in [e.g. Autumn Term
words for an October Review] and only for the area that the learner has been supported in
through the intervention.
Therefore, if a learner had been identified that they had a problem writing words with adjacent
consonants [CCVC words] and they had subsequently been supported through an intervention
programme looking at CCVC words, then they would be given the Phase 4 words, for that term,
as shown on the Diagnostic Phonic Schedule sheet
Record the number of correct responses on the tracking sheet
Consider if the pupil requires further support in this area [using the intervention’s exit criteria]
or will need support in another areas.
10
Leicestershire’s Children and Young People’s Service
Adult’s Sheet
Phonic Diagnostic Schedule [Spelling]
Reviewing IEP Targets
1. Encoding Letters:
s
z
r
q
c
b
j
x
a
i
f
g
d
m
l
t
k
o
e
n
p
h
v
y
w
u
=
/ 26
=
/5
2. VC Words [ Phase 2]
at
it
am
up
in
3. Simple Consonant Vowel Consonant (Phase 3i)
Autumn
 cat
 wet
 lid
 run
 man
 bed
 tub
 tin
 top
 nut
Spring
 ran
 get
 sun
 red
 did
 not
 bud
 pin
 bag
 cut
Summer
 can
 let
 fed
 hid
 pot
 mad
 rug
 win
 leg
 bat
=
4. Double Letters
Autumn
 off
 pill
 sell
 fuss
 mess
/ 10
(Phase 2 ):
Spring
 cuff
 doll
 tell
 miss
 boss
Summer
 huff
 fell
 fill
 hiss
 loss
=
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Leicestershire’s Children and Young People’s Service
/ 5
5. Consonant Digraphs
Autumn
 chop
 thud
 shop
 when
 moth
 cash
 much
 with
 such
 this
(Mostly Phase 3ii – wh is Phase 5):
Spring
 ship
 chin
 then
 bash
 that
 fish
 rich
 path
 shed
 cash
Summer
 this
 them
 ash
 mash
 whip
 thin
 check
 rich
 shell
 thud
=
/ 10
6. Adjacent Consonants (CCVC) (Phase 4]:
Autumn
 stop
 spin
 drag
 trap
 glad
 plum
 slip
 swim
 scrap
 throb
Spring
 stab
 spell
 grow
 drill
 trim
 glum
 play
 slug
 split
 string
Summer
 stem
 spend
 flag
 drip
 glen
 plan
 slap
 twig
 spring
 shrub
=
/10
=
/10
7. Adjacent Consonants (CVCC ) (Phase 4):
Autumn
 bang
 nest
 hand
 pink
 tent
 lamp
 lift
 cold
 bulk
 melt
Spring
 hung
 help
 sand
 sink
 went
 damp
 soft
 sold
 silk
 felt
Summer
 sting
 kept
 band
 link
 sent
 lump
 left
 fold
 milk
 belt
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Leicestershire’s Children and Young People’s Service
8. Vowel digraphs (Phase 3iii):
Autumn
 wait
 feel
 night
 coat
 boot
 cook
 bark
 cord
 hurt
 cow
 join
 fear
 hair
 pure
 hammer
Spring
 hail
 feet
 sight
 goat
 cool
 book
 card
 fork
 burn
 owl
 soil
 near
 pair
 cure
 dinner
Summer
 tail
 seem
 fight
 road
 moon
 took
 park
 born
 turn
 now
 coin
 year
 fair
 sure
 ladder
=
/ 15
9. Vowel digraphs + trigraph (igh) (Phase 3iii/ 5):
Autumn
 play
 about
 pie
 read
 boy
 girl
 blue
 value
 saw
 crew
 toe
 launch
 money
Spring
 tray
 cloud
 tie
 seat
 toy
 bird
 glue
 venue
 raw
 grew
 foe
 haunted
 donkey
Summer
 clay
 found
 lie
 heap
 joy
 shirt
 true
 rescue
 jaw
 chew
 doe
 author
 jockey
=
/13
10. Split Vowel Digraph (Phase 5]:
Autumn
 cake
 nine
 bone
 tube
 rice
 game
 wide
 plate
 page
 bare
 amaze
 theme
Spring
 make
 fine
 rose
 cube
 mice
 made
 kite
 these
 rage
 care
 invite
 scene
Summer
 take
 mine
 nose
 fuse
 nice
 late
 mile
 those
 cage
 hare
 explode
 complete
13
Leicestershire’s Children and Young People’s Service
=
/ 12
11. Polysyllabic Words [Phase 5]:
Autumn
 snowman
 trumpet
 children
 paddock
 basket
 powerful
 consider
 yesterday
 infirmary
 conservation
Spring
 conflict
 picnic
 bookcase
 shadow
 lesson
 enlighten
 direction
 robbery
 independent
 television
Summer
 bedroom
 plastic
 arctic
 luggage
 puffin
 depressing
 caretaker
 injection
 entertainment
 disappearance
=
Total =
14
Leicestershire’s Children and Young People’s Service
/10
/100
Reading/ Writing – High Frequency Words
Name ________________________
Date
the
with
then
look
your
and
all
were
don’t
could
a
we
go
come
house
to
are
little
will
old
said
my
as
into
too
he
her
no
back
by
I
what
one
from
day
of
there
them
children
made
was
out
do
Mr
time
you
this
me
just
I’m
they
have
down
now
help
she
went
when
came
Mrs
is
be
it’s
oh
called
for
like
see
about
here
his
some
looked
their
off
that
so
very
people
asked
_______
saw
make
Score
( out of 82)
(Taken from p.193 of Letters and Sounds DfES 00281-2007FLR-EN. 18 regular VC or CVC words omitted)
Reading/ Writing – High Frequency Words
the
Child’s Version
look
your
with
then
and
all
were
a
we
go
come
house
to
are
little
will
old
said
my
as
into
too
he
her
no
back
by
I
what
one
from
day
of
there
them
children
made
was
out
do
Mr
time
you
this
me
just
I’m
they
have
down
now
help
she
went
when
came
Mrs
is
be
it’s
oh
called
for
like
see
about
here
his
some
looked
their
off
that
so
very
people
asked
don’t
could
saw
make
Score ( out of 82)
16
Leicestershire’s Children and Young People’s Service
INTERVENTION MONITORING FOR ___________________________
Area of need addressed
Entrance criteria
Exit criteria [by end of programme]
Weeks needed for programme
Time needed for programme
Number of pupils in group
Group Target [s]:
Impact Pupil Progress Tracker:
Initials
Baseline
Assessment
Date
Interim
Assessment
Date
End
Intervention
Results
Evaluating Provision’s Impact
Date
Details of
progress/ Out
come
[+/-/=]
Intervention:
Attainment
Further Needs
Attainment
Further Needs
Best Pupil Attainment Over Time (Present Skills / NC levels/ RA +
SA/ IEP target reached )
Lowest Pupil Attainment Over Time (Present Skills / NC levels/
RA + SA/ IEP target reached )
Average progress made by pupils over time
Other Points
Evaluation
Baseline
Latest
18
Leicestershire’s Children and Young People’s Service
Internal Assessment Record For Year 4:
Termly Assessments For SEN Support Group
Phase
2
Name:
Francis
Area
Place
of
on
Need
Record
SpLD
SA
Date;
2 Letters
Phase 3i
Phase
2/3
Phase 3ii
Phase 4
CVC Words
Double
Letters
Cons. Digraphs
CVCC + CVCC
R
S
R
S
R
/5
/5
/10
/10
Oct
8
9
Feb
10
12
S
/5
/4
4
SpLD
SA
3
P+M
SA+
MLD
SA+
MLD
SA
MLD
St.
/10
S
R
/10
/16
/23
S
/15
Split
Vowels
S
/ 13
R
/5
Key
Words
S
/12
NC
Levels
Write
Writing
Maths
May to May
/82
/82
Task
Task
RA
8
2
2
1
38
7
1b
10
6
9
2
52
18
1b
10
10
16
6
65
47
24
3
10
4
Formal assess
Read
SA
06:03
06:00
1a
07:02
07:04
1c
06:02
06:03
4
4
5
1
7
3
Feb
10
10
4
5
9
7
15
5
4
2
40
16
1a
10
10
18
8
13
5
59
30
1a
07:01
07:03
05:08
05:02
Oct
3
3
5
3
27
4
P8
Feb
5
5
9
8
4
3
5
2
5
1
35
9
1c
10
8
4
4
9
5
10
4
49
24
1b
06:03
06:01
24
3
P8
05:11
05:04
31
9
1b
61
27
1b
06:05
06:04
34
5
1c
06:08
06:09
08:00
Oct
5
4
5
1
Feb
5
5
9
7
3
3
4
1
8
2
10
8
4
5
8
4
10
6
Oct
7
4
3
3
6
1
8
5
Feb
10
10
4
4
7
6
10
2
3
3
35
17
1b
4
5
10
9
19
9
15
8
70
45
1a
07:04
18
2
P7
05:03
14
8
P8
35
16
1c
May
Luke
/21
R
Vowel Digraphs
6
May
Kelly
/10
S
Vowel Digraphs
8
May
Ellie
R
Phase 5
Oct
May
Andre
S
/10
May
Elliott
R
CVCC
Phase 3iii
Oct
3
2
3
1
Feb
5
5
8
5
3
2
3
0
9
9
4
3
7
3
May
R = Reading Phonically Regular Words
S = Spelling words
9
7
1
4
Ellie, Luke, Andre
Kelly, Elliott, Francis
05:11
<5:00
06:00
Pupil Progress Tracker
Assessment Record For Year Group -------: [ 20------ ]
Name:
Area
Place
Date;
Phonemes
of
on
R
W
Need
Record
/26
/26
Phase 2
Phase 3i
Phase 2 + 3
Phase 3ii
Phase 4
2 Letters
CVC Words
Double Letters
Cons.Digraphs
CCVC+ CCCVC
R
/5
S
/5
R
/10
S
/10
R
/4
S
/5
R
/10
S
/10
R
/21
S
/10
CVCC Words
R
/16
S
/10
Phase 3iii
Phase 5
Vowel Dig.
Digraph. + Tri
R
/23
S
/15
Split Vowels
S
/13
R
/5
Polysyllabic
S
/12
Base
Oct
Feb
May
Base
Oct
Feb
May
Base
Oct
Feb
May
Base
Oct
Feb
May
Base
Oct
Feb
May
Base
Oct
Feb
May
R = Reading Phonically Regular Words
S = Spelling words
W = Write
SA = Spelling Age
RA = Reading Age
20
Leicestershire’s Children and Young People’s Service
R
/6
S
/10
Tricky Words
NC Levels
To Read
To Write
Comp.
/82
/82
Formal
Writing
Maths
Task
Task
May - May
SA
RA