In general children with severe SLCN would be considered for statutory assessment. However where there is clear progress in response to relevant intervention on the part of the school and supported by a Speech and Language assessment, a statutory assessment would not be deemed appropriate. Key Stage SLT Attainments Abilities Progress/Attainment Documentation Required Foundation Language difficulties who are not yet Key Stage 1 interfere with their daily speaking when they For some children functions and academic start school; language may be resolved by progress. difficulties pose a they enter formal barrier to the 5), following intensive Key Stage 2 Performance on acquisition of intervention. standardised language appropriate social test is significantly below interaction skills. For some children age-appropriate levels significant impact on Key Stage 3 Difficulties processing skills and behaviour Their language difficulties auditory information, cannot be explained in inference and Progress in literacy terms of other factors sequencing. even with intensive Key Stage 4 such as hearing loss, very low attainments general developmental educational areas as delay, autism, EAL or Speech may be mostly physical difficulty in unclear and probably Post 16 speaking. unintelligible to Progress in all areas adults and is generally very low when out of context. receptive and are affected.
In general children with severe SLCN would be considered for statutory assessment. However where there is clear progress in response to relevant intervention on the part of the school and supported by a Speech and Language assessment, a statutory assessment would not be deemed appropriate. Key Stage SLT Attainments Abilities Progress/Attainment Documentation Required Foundation Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4 Post 16 Language difficulties interfere with their daily functions and academic progress. Performance on standardised language test is significantly below age-appropriate levels Their language difficulties cannot be explained in terms of other factors such as hearing loss, general developmental delay, autism, EAL or physical difficulty in speaking. who are not yet speaking when they start school; language difficulties pose a barrier to the acquisition of appropriate social interaction skills. Difficulties processing auditory information, inference and sequencing. Speech may be mostly unclear and probably unintelligible to adults and when out of context. For some children may be resolved by they enter formal 5), following intensive intervention. For some children significant impact on skills and behaviour Progress in literacy even with intensive very low attainments educational areas as Progress in all areas is generally very low receptive and are affected.
statutory_assessment_guidelines_-_slcn_final.docx