Very low planning and cognitive-flexibility scores suggest that the pupil may struggle to organise actions, adapt a plan or manage multi-step demands. The result warrants closer investigation, but it does not identify the cause or establish a diagnosis.

Assess how the pupil manages real tasks, teach a specific planning approach and monitor whether functioning improves.

Gather evidence across contexts

Use observations and work samples from different subjects and routines. Examine whether the pupil can:

• identify the goal and first step;

• sequence and record actions;

• gather the right materials;

• estimate and monitor time;

• notice when a plan is not working;

• switch approach without losing the goal;

• complete and review the task.

Include the pupil's view, information from home and evidence about language, working memory, attention, anxiety and subject knowledge. These can all affect planning performance.

Assess through authentic tasks

Use a short task with a clear outcome, followed by a longer or less familiar task. Observe what the pupil does independently, then introduce one scaffold, such as a visible plan or modelling the first step. Record which support changes performance.

For example, give a Year 8 pupil a two-week history project. At the start, ask them to list the steps and put a date against each; at each lesson, check which step they are on. Note whether they can name the steps, whether the dates are realistic and what they do when one slips. A Primary version is a three-step art or science task with one checkpoint.

Avoid relying only on whether homework is submitted or equipment is missing. Those outcomes do not reveal where the planning process failed.

Implement and review

Agree a focused plan within the assess, plan, do, review cycle. Define:

• the routine or task being targeted;

• the strategy that will be taught;

• the staff and contexts involved;

• the baseline and expected outcome;

• the review date.

If the pupil improves, generalise the strategy and reduce prompts. If substantial difficulties persist across contexts despite consistent intervention, consider advice from an appropriate specialist, such as an educational psychologist or specialist teacher, and provide the evidence already gathered.

Useful guidance

• SEND guide for schools and alternative provision settings

• EEF: Metacognition and Self-Regulated Learning

Screening results should guide investigation, not be treated as a diagnosis.