Identify speech and language difficulties and act immediately with easy to use interventions – WellComm Early Years and WellComm Primary
Dedicated assessments to identify pupils at risk of dyslexia and dyscalculia – including YARC, Rapid, CoPS and LASS and Dyscalculia Screener
Identify pupils with numeracy difficulties helping to inform targets for pupils – Sandwell Early Numeracy Test (SENT)
Uncover emotional or attitudinal barriers that might be impacting achievement – Pupil Attitudes to Self and School (PASS)
Dedicated team of advisors – to support you and ensure you get the most from your data
What concerns do you have about reading? We can help with understanding data-driven reading support tailored to each student’s unique needs.
What is the Progress Test Series and how can it be used to help identify vulnerable learners? Our Assessment Insights Education Adviser Polly Marsh tells all.
Education Specialist Emma Dibden outlines the challenges for inclusive SEND provision in mainstream schools and suggests some solutions.
Find out how Chadsgrove School Support Services use YARC, BPVS3 and PhAB2 to build a clear profile of pupils' strengths, as well as informing interventions.
Core Assessments are whole-cohort, standardised benchmarks that can establish a complete baseline of a student’s profile such as cognitive ability, academic attainment, and learning attitudes.
Rather than diagnosing specific learning needs, core assessments act as the initial benchmark, they can reveal a student’s true potential, track progress over time, and flag unexpected discrepancies between ability and achievement that warrant further investigation.
When core assessment data flags an unexpected academic gap or a mismatch between potential and attainment, targeted screeners serve as the immediate next step to investigate why.
Schools can deploy short, focused tools to probe deeper into a flagged student’s profile, checking for specific underlying barriers. This allows schools to efficiently pinpoint root causes and implement targeted classroom adaptations before committing to time-intensive diagnostic evaluations.
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