Graduated Response Tool – Quick Checker Cognition and Learning
| There are concerns about the child or young person's: | Yes / No |
|---|---|
| Lack of progress, even with differentiated high quality first teaching approaches which are targeted to gaps and barriers. | |
| Performance levels i.e., they are below the level within what most children and young people are expected to work. | |
| Difficulty acquiring basic literacy skills and knowledge, for example, phonics, reading fluency and reading speed. | |
| Difficulty acquiring basic maths skills and knowledge, for example, number bonds, applying and remembering maths learning. | |
| Retaining and recalling information—in the short and/or long term. | |
| Difficulty in dealing with abstract ideas, applying from prior learning and problem solving. | |
| Slow processing—they take longer to work through problems and tasks, but can do with longer time. | |
| Poor independent learning skills such as the ability to focus, listen, organise themselves, sequence, or sustain attention ona task. | |
| High level of dependence on adult support. | |
| Lack of confidence, avoidance of tasks and reluctance taking risks. |
Graduated Response Tool – Quick Checker Communication and Interaction Expressive Language
| There are concerns about the child or young person's: | Yes / No |
|---|---|
| Expressive language—their ability to use language to communicate with others, for example, finding the words they need or putting them in a cohesive sentence. | |
| Difficulty with speech sound or articulation skills. | |
| Difficulty using speech sounds accurately. | |
| Ability to use and express their ideas with clearly voiced and fluent speech, for example, stammering. |
Graduated Response Tool – Quick Checker Sensory and Physical: Physical Needs
| There are concerns about the child or young person’s: | Yes / No |
|---|---|
| Physical skills/needs are affecting their learning and/or access to the curriculum. | |
| Physical skills/needs effect their stamina and endurance levels impacting on quantity and quality of work achieved (such as fatigue). | |
| Physical skills/needs affecting their ability to access the school site/facilities. | |
| Physical skills/needs requiring them to have assistance with personal care/moving and handling. | |
| Physical skills/needs requiring additional support/equipment to evacuate the building safely in the case of an emergency. | |
| Physical skills/needs impacting on their ability to complete activities of daily living such as toileting, dressing, use of cutlery, use of scissors, writing etc. |
Graduated Response Tool – Quick Checker Sensory and Physical: Visual Impairment
| There are concerns which may be related to vision loss about the child or young person’s: | Ys / No |
|---|---|
| Holding printed resources and/or objects very closely or at an unusual angle. | |
| Failing to respond to non-verbal instructions. | |
| Losing their place when reading, skipping lines and struggling to find text on a page. | |
| Having difficulty accessing, or not paying attention to board work. | |
| Struggling in P.E., especially demonstrating poor spatial awareness. | |
| Appearing isolated in the playground. | |
| Having difficulty interpreting facial expressions, social cues and can get too close. | |
| Being withdrawn or demonstrating behavioural issues. | |
| Tripping over, or having difficulty with steps/stairs/uneven ground. | |
| Has difficulty orientating in an unfamiliar environment. |
Graduated Response Tool – Quick Checker Sensory and Physical: Hearing Impairment (Hearing Loss)
| There are concerns which may be related to hearing impairment about the child or young person’s: | Yes / No |
|---|---|
| Having noticeable delays or gaps in attention and listening, play, communication and understanding spoken interaction. | |
| Showing some of the following: poor speech intelligibility, difficulty with recognising and responding to phonics, limited vocabulary both receptive and expressive, and immature grammatical structures in spoken language. | |
| Being distractible in class, having poor listening skills in a busy environment, and asking you to repeat often. | |
| Having low levels of confidence. | |
| Voice varies considerably, which may be due to group size, distance from board/teacher, reverberant rooms or poor light levels. | |
| Being dependent on visual cues from their teacher or peers. | |
| Having difficulty in responding to questions, instructions, starting work after teacher input or discussion, recalling information, social and academic interaction with peers. |