Pupil A. Year 4. Mainstream primary school. Requested by the school, with the parent's agreement.
1Summary of needs
Pupil A has significant difficulties with cognition and learning, and with social, emotional and mental health. His reading age is 6 years 2 months at a chronological age of 8 years 7 months, and his maths is at the Year 1 expected standard. He leaves the classroom when tasks or routines change, five to six times a term despite a year of support.
2Impact on learning and daily life at school
He cannot complete written work without an adult beside him, which in practice means he completes about a third of what his class completes in English and maths. Unstructured times are hardest: most classroom exits happen after lunch or when the timetable changes. His parent reports that he is anxious on Sunday evenings and says he is "the worst reader in the class".
3Strengths
He is curious about science and animals, works well one to one, and responds to praise and to clear, visual routines. Staff describe him as kind to younger children.
4What the school has done: three cycles of assess, plan, do, review
September to December 2025
Plan: Phonics catch-up three times a week in a group of four; visual timetable; seat near the teacher.
Result: Phonics screening re-check score moved from 18 to 24 out of 40. Teacher logged 11 incidents of leaving the classroom at transitions over the term.
January to April 2026
Plan: Added 10 hours a week of adult support in English and maths; Zones of Regulation group once a week; daily check-in at lunchtime.
Result: Reading age rose from 5 years 9 months to 6 years 2 months (chronological age 8 years 7 months). Classroom exits fell to 6 over the term. Still not completing written tasks without an adult beside him.
April to July 2026
Plan: Educational psychologist consultation (one visit, school's traded hours); chunked tasks with a now-and-next board; pre-teaching of maths vocabulary.
Result: EP advised continued adult support and a fuller assessment of working memory. Maths assessment still at Year 1 expected standard. Exits steady at 5 to 6 a term.
5Costed provision map (current year)
Costed at the example rate of £17.59 an hour for support staff, over 38 school weeks. For a real pupil we use your own costs, or your council's published rate.
Adult support in English and maths lessons, to break tasks into steps and keep Pupil A on task
10 h a week, 1 to 1£6,684.20
Phonics catch-up (Read Write Inc. style), three 30-minute sessions a week
1 h 30 min a week, 1 to 4£250.66
Lunchtime and transition support, five 20-minute check-ins a week
1 h 40 min a week, 1 to 1£1,114.03
Zones of Regulation sessions, one 45-minute session a week
45 min a week, 1 to 3£167.11
- Total a year£8,216.00
| Provision | Per week | Group | Cost a year |
|---|---|---|---|
| Adult support in English and maths lessons, to break tasks into steps and keep Pupil A on task | 10 h | 1 to 1 | £6,684.20 |
| Phonics catch-up (Read Write Inc. style), three 30-minute sessions a week | 1 h 30 min | 1 to 4 | £250.66 |
| Lunchtime and transition support, five 20-minute check-ins a week | 1 h 40 min | 1 to 1 | £1,114.03 |
| Zones of Regulation sessions, one 45-minute session a week | 45 min | 1 to 3 | £167.11 |
| Total | £8,216.00 | ||
This is more than the £6,000 a year that schools are currently expected to fund from their notional SEN budget for a pupil's additional support.
6Why an assessment is needed now
After three cycles of targeted support costing more than the notional £6,000, Pupil A is still about two and a half years behind in reading and three years behind in maths, and the gap is widening. The educational psychologist advised a fuller assessment of his needs. The school believes he may need special educational provision through an EHC plan.
7Views of the parent and the pupil
Parent: "He tries so hard and comes home exhausted. I want him to have the help he needs before secondary school."
Pupil A: "I like it when Miss sits with me. Reading makes my head hurt."
Gaps we flagged before you submit
We list these instead of filling them in. Nothing here is guessed.
- The notes mention a speech and language concern raised by the parent in March, but there is no referral or report. Add the referral date, or say that no assessment has taken place.
- The educational psychologist's written advice is referred to but not attached. Most councils ask for professional reports to be included with the request.
- The pupil's own views are a single sentence. Some councils' forms ask for the child's views in their own words, or a one-page profile.
- Attendance is not mentioned. Several councils' forms ask for the current attendance figure.