Early screening & assessment
The earlier we notice,
the kinder the path
Screening is a gentle check, not a diagnosis. It helps families know what to ask next.
Play-based sessions look at hearing, seeing, moving and talking — so schools can open supports sooner, without fear or blame.
- Child-led pace Short visits with toys and calm talk; the child sets the comfort level.
- Parent voice What the child enjoys and finds hard matters as much as any form.
- Clear next step After screening: classroom support, referral, or a written plan — never a label alone.
Why
Why early screening helps
Small observations about hearing, seeing, moving or talking can open the right classroom supports sooner — without fear or blame.
Session
What a screening session looks like
Play, simple tasks, and a calm conversation with the parent. Sessions are short and child-led where possible.
- Toys and simple tasksBlocks, rings and everyday objects help the team notice seeing, moving and early learning without pressure.
- Calm waiting spaceFamilies wait in a quiet room so the child arrives settled — not rushed into a busy corridor.
- Parent conversationWhat the child enjoys and finds hard is written down so the next step is clear for school and home.
Ages
General areas by age group
| Age | Areas (general) |
|---|---|
| 0–3 | Hearing, seeing, moving, first words — [reviewed by professionals] |
| 3–5 | Play, speech, attention, self-help — [reviewed by professionals] |
| 5–8 | Learning readiness, classroom attention, peer play — [reviewed by professionals] |
Parents
What parents can do
You know your child best. A few simple things make the session kinder and the next step clearer.
- Bring notes you already haveSchool comments, clinic slips or older reports — even incomplete papers help the team prepare.
- Share joys and hard momentsWhat the child loves and what feels tough at home or school guides the play tasks.
- Ask for the next step in writingLeave with a short note: classroom support, another visit, or a referral — so nothing is left only in talk.
Pathways
Referral pathways
A clear chain from the classroom to support — so families are not left guessing who to ask next.
- School firstThe teacher or head starts the referral when hearing, seeing, moving or learning needs a closer look.
- District deskThe desk books a screening slot and explains what to bring on the day.
- Support or further assessmentAfter screening: classroom adaptations, a follow-up visit, or specialist review — routes confirmed by the Directorate.
