Data and assessments

The importance of data and assessment at the targeted level

At the targeted level of support, accurate data and ongoing assessment are essential to ensuring that the right provision is in place for children and young people with SEND.

When universal strategies are not enough, it becomes increasingly important to understand each learner’s needs in greater depth and respond with precision.

High-quality assessment enables practitioners to identify specific gaps in learning, barriers to engagement, and underlying needs. This ensures that targeted interventions are purposeful, well-matched, and focused on the areas that will have the greatest impact.

Pupils attend a classroom presentation about chiropractic care, with a skeleton model displayed at the front.

Progress monitoring

Regular monitoring of progress is equally important.

It allows staff to:

evaluate whether interventions are effective
adjust approaches where needed
make sure time and resources are used efficiently

Without this ongoing review, there is a risk that support may continue without meaningful impact.

Effective use of data at this level should:

clearly identify starting points and specific areas of need
inform the selection of appropriate interventions and strategies
track small-step progress over time
highlight when approaches need to be adapted or intensified
support informed decision-making around next steps, including specialist involvement where needed

Examples of assessment tools that can support this process include:

standardised assessments (for example reading, spelling, and maths tests) to benchmark attainment
diagnostic assessments to pinpoint specific gaps (for example phonics screeners, number sense assessments)
Boxall Profile (for social, emotional, and behavioural needs)
SDQ (Strengths and Difficulties Questionnaire) for wellbeing and behaviour
language assessments (like WellComm, BPVS) to identify communication needs
precision teaching data and fluency tracking
curriculum-based assessments and teacher-led formative assessment
observational tools and structured checklists
engagement scales for learners with complex needs

Strong use of data and assessment at the targeted level helps to make sure that every learner receives the right support, at the right time, leading to improved outcomes and greater confidence in learning.

This requires a clear understanding of the purpose of the assessment and the specific needs of the learner.

Practitioners should begin by identifying what they are trying to find out.

Examples of this could be whether the focus is on attainment, underlying skills, or social and emotional wellbeing.

The tool selected should match this purpose: standardised assessments are useful for benchmarking, while diagnostic tools help pinpoint specific gaps, and observational assessments provide insight into engagement and regulation.

It is also important to consider the learner’s age, profile, and level of need, ensuring the tool is accessible and appropriate.