For some children and young people with special educational needs and disabilities it can be a challenge to measure the progress they make against targets set out in the National Curriculum and so more bespoke tools and frameworks can be beneficial.

• P-Scales/ PKS are used for children and young people of school age who are working below the national curriculum levels for Year 1. The use of P scales is can be used for reporting teacher assessment in English, mathematics and science. The descriptions show the range of overall performance that pupils might demonstrate. Subject-focused examples are included to illustrate some of the ways in which attainment might be identified in different subject contexts.
• The Engagement Model – The engagement model is the assessment (replacing P scales 1 to 4) for pupils working below the standard of national curriculum assessments and not engaged in subject-specific study. Teachers must use the engagement model to assess pupils working below the standard of the national curriculum assessments and not engaged in subject-specific study at key stage 2. The model has five key areas of engagement:
  • exploration
  • realisation
  • anticipation
  • persistence
  • initiation

These areas allow teachers to assess pupils’ engagement in developing new skills, knowledge and concepts in the school’s curriculum by demonstrating how pupils are achieving specific outcomes. They represent what is necessary for pupils to fully engage in their learning and reach their full potential.

• SCERTS model – Some settings may use the SCERTS model to help measure progress in social communication and emotional regulation.
• Boxall profile – assess social, emotional and behavioural development.