When several pupils in a cohort show very low attention and self-regulation scores, each pupil needs individual assessment and monitoring. The scores do not establish a diagnosis or require automatic referral.

Describe the difficulty precisely

Gather evidence across subjects, adults, times of day and settings. Record:

• the task and level of demand;

• starting, sustaining, switching and completing behaviour;

• what happened immediately before difficulty;

• prompts or adjustments used;

• the pupil's response;

• frequency, duration and impact.

Use observable descriptions rather than labels. Compare lessons where the pupil functions well with those where difficulty is marked.

Consider other explanations

Review sleep, attendance, health, anxiety, language, learning, sensory access, relationships and task difficulty. Gather the pupil's view and information from home. A pattern limited to one subject or task may indicate a different question from difficulty seen across contexts.

Trial targeted support

Agree one or two matched strategies, such as a visible task sequence, a discreet pause-and-return cue or reduced distraction. Define:

• the baseline;

• how and where the strategy will be used;

• who will reinforce it;

• the expected change;

• the review date.

Use assess, plan, do and review. Check whether the intervention was delivered consistently before judging impact.

Decide what meaningful improvement looks like

Monitor task starts, time engaged, successful returns, work completion, prompt dependence and pupil experience. Progress should appear in ordinary lessons, not only a short intervention session.

If difficulty remains substantial across contexts and over time despite appropriate support, identify the question for specialist discussion and follow the relevant local pathway. Referral should include the evidence gathered and response to intervention.

Guidance and next steps

• SEND guide for schools explains the graduated approach.

• EEF: Metacognition and Self-Regulated Learning provides free strategy-teaching and monitoring guidance.

• Use the relevant local pathway for any specialist follow-up. Entry routes and professional responsibilities vary by area.

Screening identifies an area to investigate. It does not determine the cause or specialist pathway.