When schools identify that a child or young person has difficulties in the area of cognition and learning they should contact their Educational Psychologist to see if a cognitive assessment is required. The results of these assessments will establish the child or young person's level of need. However cognitive assessment results should never be used in isolation. The report from the Educational Psychologist should be used in its totality together with other available information to determine educational provision for the child or young person. If the need lies within the Severe Learning Difficulties range the SEND TST, Severe Learning Difficulties, will become involved.
The information gathered from assessments will be used by the school provision as a starting point to tailor individual access and inclusion needs. These should be based on the child or young person's strengths.
Ongoing assessment will be carried out by school staff through the use of P.Scales, PIVATS or another recognised assessment tool, to highlight the child or young person's strengths, needs and potential. Information gained from this formative assessment can be used when discussing and devising the next steps to be targeted through the young person's Individual Educational Plan.