educational assessments

AVAILABLE 

NOW! 

educational assessments 

primary and secondary catalogue 

2013/14 

www.gl-assessment.co.uk

Our partners in assessment 

Providing assessment solutions 

for children’s education, 

mental health and wellbeing 

Getting in touch... 

GL Assessment 

( 

: 

8 

* 

6 

Q 

+ 

Orders and Customer Services 

0845 602 1937, option 1 

Technical Enquiries 

0845 602 1937, option 2 

Web 

www.gl-assessment.co.uk 

Email 

info@gl-assessment.co.uk 

Fax 

0845 601 5358 

International Enquiries 

Customer Services 

Tel: +44 (0)845 602 1937 

E-Mail: international@gl-assessment.co.uk 

Post orders to: 

GL Assessment, 

FREEPOST LON16517 

Swindon, SN2 8BR 

GL Assessment is a leading provider of integrated 

assessments for children’s education, mental health and 

wellbeing. Our rigorous and high-quality assessments have 

been used by education, health and psychology professionals 

for three decades. Highlights include the Cognitive Abilities 

Test (CAT), Progress in English (PiE) and the Pupil Attitudes to 

Self and School (PASS) survey. 

Our assessments are supported by a wide range of data 

services that comprise comprehensive scoring, reporting, 

analysis and interpretation services. This joined-up approach 

to assessment ensures our customers get the most out of our 

resources and assessment data is used to its full potential. 


GL Performance 

GL Performance is a provider of management tools and 

resources that are designed to maximise the impact of 

self-evaluation, school development planning and school 

improvement in primary, secondary, independent and special 

schools as well as schools with Academy status. Our solutions 

include Kirkland Rowell Surveys, Professional Development 

Services and Schoolcentre. 

www.gl-performance.co.uk 

GL Assessment and GL Performance are divisions of the GL Education Group. 

Please Note – it is an offence to photocopy our Answer Sheets (except where stated). All our material is protected by copyright.

REASONING CONTENTS 

contents 

Introduction .....................................................2–3 

Area Consultants ..............................................4–5 

Quick Guide to Our Resources ........................6–7 

Assessment Solutions......................................8–9 

Customised Assessments ............................10–11 

Reasoning.....................................................12–25 

Literacy .........................................................26–44 

Science ................................................................45 

Numeracy .....................................................46–50 

Special Educational Needs ..........................51–53 

Pupil Attitudes .............................................54–56 

Early Intervention ........................................57–59 

Personal and Social Development..............60–63 

Thinking Skills..............................................64–65 

Assessment for Learning ...................................66 

School Improvement ...................................67–73 

Real Training.......................................................74 

Buying Guide......................................................75 

Order Form ...................................................76–79 

International Distributors .................................80 

Index ...................................................................81 

Look out for our key assessments 

Cognitive Abilities Test: Fourth Edition (CAT4) 

Unlock pupil potential with the new edition of the UK’s most popular 

test of reasoning ability – see pages 12-15 

Pupil Attitudes to Self and School (PASS) 

Discover what’s really going on in a pupil’s mind with our leading 

pupil attitudinal survey – see pages 54-56 

New Group Reading Test Digital (NGRT Digital) 

Screen and monitor the reading ability of a whole class with our 

adaptive online assessment – see pages 28-29 

Progress in Maths (PiM) 

Uncover pupils’ strengths and weaknesses in mathematics with our 

leading assessment – see pages 48-49 

Our services to customers 

GL Assessment aims to give customers the best possible service. 

To help you make your resource shopping simple, straightforward 

and hassle-free, we offer: 

• Expert advice and a friendly telephone ordering service. 

Monday – Friday 8.30am – 5.00pm (excluding bank holidays) 

on 0845 602 1937 

• Assessment Consultants who can discuss the latest assessments 

with you 

• No credit card required – we invoice your school 

• Fast reliable delivery 

• A comprehensive online shop where you can browse and buy 

resources anytime, anywhere at www.gl-assessment.co.uk 

Find your Area Consultant on pages 4–5 Tel: 0845 602 1937 www.gl-assessment.co.uk 

1

INTRODUCTION 

GL Assessment – an introduction 

For over 30 years, GL Assessment has provided 

rigorous, high-quality assessments and services 

for children's education, mental health and 

wellbeing. 

Originally founded by the National Foundation for Educational Research 

(NFER), with whom we continue to work today, GL Assessment leads 

literacy, numeracy and ability testing in UK schools and our resources 

are used in over 100 countries worldwide in British, bilingual and 

international schools. Over 3 million pupils in UK primary and secondary 

schools take our tests every year and we have delivered over 6 million 

online tests to date. GL Assessment is a division of the 

GL Education Group. 

We have published the world’s first test for dyscalculia and the first 

standardised test of emotional literacy in the UK. We have also worked 

with numerous leading organisations to create assessments that 

incorporate the very latest thinking and research within the education 

sector. We are the official assessment provider of the National 

Association of Head Teachers (NAHT) and some of our other partners 

include the Association of School and College Leaders (ASCL), King’s 

College London, the University of York, the University of Michigan and 

the Australian Council for Educational Research (ACER). 

Our extensive portfolio of educational assessments includes the 

Cognitive Abilities Test (CAT) – the UK's most widely used test of 

reasoning abilities, Progress in English (PiE) – the standardised English 

assessment of choice in many schools and more recently, the Pupil 

Attitudes to Self and School (PASS) survey – an all-age attitudinal survey 

that provides a robust measurement of a pupil’s attitudes towards 

themselves as learners and their attitudes towards school. 

Pupil Premium Grant / Pupil Deprivation Grant 

Helping you demonstrate its impact 

In England, all schools are now required to publish a statement showing 

their Pupil Premium allocation, spend and impact by academic year. 

Similarly, schools in Wales are expected to submit Pupil Deprivation 

Grant (PDG) spending plans and reports on the use and impact of their 

PDG. To help schools in this task, GL Assessment offers numerous 

resources that not only demonstrate accurately the impact of this 

funding but also help you improve outcomes. 

For example, many of our top assessments such as Cognitive Abilities 

Test (CAT) include a Free School Meals (FSM) filter to provide evidence 

of progress for this particular group. Intervention programmes can be 

strengthened by using valuable diagnostic assessments such as York 

Assessment of Reading for Comprehension (YARC) that also measure 

impact pre- and post-intervention. A deeper insight into those pupils 

who persistently do not make progress can be gained from our Pupil 

Attitudes to Self and School (PASS) survey. 

To help you, all relevant assessments are signposted throughout the 

catalogue – simply look for the Pupil Premium / Pupil Deprivation Grant 

note in the Quick Guide for each assessment. 

2

INTRODUCTION 

Helping you build a whole pupil view 

Knowing your learners as individuals is crucial to getting the best results 

for each and every one of them. As a result, more and more schools are 

using assessments of ability and attitudes, as well as attainment in order 

to build a whole pupil view. 

Know your learners 

With a portfolio of assessments that links together to cover the 

cornerstones of ability, attitudes and attainment, GL Assessment 

provides the tools and the insights that allow you to: 

• know every one of your pupils well 

• tailor your teaching and learning approach accordingly 

• raise standards 

Ability and 

Potential 

• help your pupils realise their potential. 

Ability & Potential 

Attainment 

Realised Potential 

Standards 

Life Chances 

Fulfilment 

Attitudes 

(Self Perception 

Emotional 

and Social) 

Realise the potential of every child 

To help you identify pupil potential and understand their learning and 

thinking preferences, GL Assessment offers the Cognitive Abilities Test 

(CAT), a pure ability assessment that is used in over 50% of UK 

secondary schools and a rapidly growing number of primary schools. 

N.B. The recently standardised CAT4 is now available, offering a brand 

new suite of easy to understand reports and a separate spatial battery. 

Turn to: Page 12. 

Attitudes 

Our Pupil Attitudes to Self and School (PASS) survey is a unique, all-age 

survey that is used by over 2500 schools to provide a unique insight into 

the mindset of their pupils. Findings help staff to raise achievement and 

narrow the attainment gap, tackle challenging behaviour, address 

attendance issues and identify problems at an early stage. 

N.B. PASS is often used alongside CAT to answer many of the 

questions raised when there are discrepancies between attainment and 

CAT scores, helping you to identify and remove barriers to learning. Turn 

to: Page 54. 

Attainment 

To measure knowledge, understanding and progress, GL Assessment 

offers a wide range of assessments that can be used together effectively 

at different levels and for particular purposes to suit individual 

requirements. In the key areas of literacy, numeracy and additional 

educational needs, these include: 

• New Group Reading Test and the adaptive New Group Reading Test 

Digital to screen and monitor groups of pupils 

• York Assessment of Reading for Comprehension as an individual 

follow-up assessment 

• NEW! Sandwell Early Numeracy Test KS2–KS3 (SENT KS2–KS3) to 

complement the Sandwell Early Numeracy Test – Revised (pages 

46–47) for KS1/Lower KS2 

• The WellComm Toolkit to aid the early identification of speech, 

language and communication difficulties and provide intervention 

activities 

• Our dyslexia and dyscalculia ranges to help diagnose and support 

pupils with these additional educational needs. 

N.B. Combining data from CAT with attainment and progress data from 

our well established Progress in English (PiE) and Progress in Maths 

(PiM) assessments helps you to identify anomalies and provides you 

with additional insights into a pupil’s learning. Turn to: Page 34 (PiE) and 

Page 48 (PiM). 

Find your Area Consultant on pages 4–5 Tel: 0845 602 1937 www.gl-assessment.co.uk 3

AREA CONSULTANTS 

Area Consultants 

To find your local Area Consultant, 

please use the colour-coded map. 

In addition to your Area 

Consultant, there is now a 

dedicated member of the 

Customer Services Team for each 

area of the UK that can help with 

your enquiries. Please see opposite 

for details. 

International Enquiries 

Customer Services: 

International Consultant: 

International Manager: 

Sarah Martin 

Giorgia Migliaresi 

Matthew Yallop 

Tel: +44 (0)845 602 1937 

E-Mail: international@gl-assessment.co.uk 

4

Northern Ireland 

Janice Forbes 

Belfast, North Eastern, South Eastern, Southern, Western 

Tel: 0289 042 4464 Mobile: 07787 280 784 

E-Mail: janice.forbes@gl-assessment.co.uk 

Area Advisor: Joanne Archer – Tel: 0845 602 1937 

North West England & North Wales 

Barbara McHugh 

Blackburn with Darwen, Blackpool, Bolton, Bury, Cheshire, Conwy, Cumbria, 

Denbighshire, Flintshire, Gwynedd, Halton, Isle of Anglesey, Isle of Man, Knowsley, 

Lancashire, Liverpool, Manchester, Oldham, Rochdale, Salford, Sefton, St Helens, 

Stockport, Tameside, Trafford, Warrington, Wigan, Wirral, Wrexham 

Tel: 0161 626 8241 Mobile: 07919 167 896 

E-Mail: barbara.mchugh@gl-assessment.co.uk 

Area Advisor: Sandie Green – Tel: 0845 602 1937 

Northern England 

Mo Brown 

Barnsley, Bradford, Calderdale, Darlington, Doncaster, Durham, East Riding of Yorkshire, 

Gateshead, Hartlepool, Kingston Upon Hull, Kirklees, Leeds, Middlesbrough, Newcastleupon-Tyne, 

North East Lincolnshire, North Lincolnshire, North Tyneside, North Yorkshire, 

Northumberland, Redcar and Cleveland, Rotherham, Sheffield, South Tyneside, 

Stockton-on-Tees, Sunderland, Wakefield, York 

Tel: 01977 663 504 Mobile: 07775 722 639 

E-Mail: mo.brown@gl-assessment.co.uk 

Area Advisor: Sandie Green – Tel: 0845 602 1937 

South Wales 

Nikki Kidd 

Bath & North East Somerset, Blaenau Gwent, Bridgend, Bristol, Caerphilly, Cardiff, 

Carmarthenshire, Ceredigion, Merthyr Tydfil, Monmouthshire, Neath Port Talbot, 

Newport, North Somerset, Pembrokeshire, Powys, Rhondda Cynon Taff, South 

Gloucestershire, Swansea, Torfaen, Vale of Glamorgan 

Tel: 01633 257 203 Mobile: 07887 663 354 

E-Mail: nikki.kidd@gl-assessment.co.uk 

Area Advisor: Mandy Pritchard – Tel: 0845 602 1937 

West Midlands 

Esther Partridge-Warner 

Buckinghamshire, Derby, Derbyshire, Dudley, Gloucestershire, Herefordshire, Milton 

Keynes, Oxfordshire, Sandwell, Shropshire, Staffordshire, Stoke-on-Trent, Telford and 

Wrekin, Walsall, Wolverhampton, Worcestershire 

Tel: 01886 887846 Mobile: 07818 512310 

E-Mail: esther.partridge-warner@gl-assessment.co.uk 

Area Advisor: Mandy Pritchard – Tel: 0845 602 1937 

Central Southern and South West England 

Claire Dunn 

Bournemouth, Bracknell Forest, Channel Islands, Cornwall, Devon, Dorset, Hampshire, 

Isle of Wight, Plymouth, Poole, Portsmouth, Reading, Slough, Somerset, Southampton, 

Swindon, Torbay, West Berkshire, Wiltshire, Windsor and Maidenhead, Wokingham 

Mobile: 07876 881464 

E-Mail: claire.dunn@gl-assessment.co.uk 

Area Advisor: Joanne Archer – Tel: 0845 602 1937 

East Midlands 

Tina Plail 

Birmingham, Cambridgeshire, Coventry, Leicester, Leicestershire, Lincolnshire, Norfolk, 

Northamptonshire, Nottingham, Nottinghamshire, Peterborough, Rutland, Solihull, 

Suffolk, Warwickshire 

Tel: 0116 287 9829 Mobile: 07500 605 577 

E-Mail: tina.plail@gl-assessment.co.uk 

Area Advisor: Ananette Odey – Tel: 0845 602 1937 

London, East Anglia and Home Counties 

Jackie Berman 

Barking and Dagenham, Barnet, Bedfordshire, Brent, Camden, Ealing, Enfield, Essex, 

Hackney, Hammersmith & Fulham, Haringey, Harrow, Havering, Hertfordshire, 

Hillingdon, Hounslow, Islington, Kensington & Chelsea, Luton, Newham, Redbridge, 

Southend-On-Sea, Thurrock, Waltham Forest, Westminster 

Tel: 0208 360 4958 Mobile: 07787 280 783 

E-Mail: jackie.berman@gl-assessment.co.uk 

Area Advisor: Tina Weatherley – Tel: 0845 602 1937 

South London, Kent, Surrey and Sussex 

Lesley Cutt 

Bexley, Brighton & Hove, Bromley, City of London, Croydon, East Sussex, Greenwich, 

Kent, Kingston Upon Thames, Lambeth, Lewisham, Medway, Merton, Richmond Upon 

Thames, Southwark, Surrey, Sutton, Tower Hamlets, Wandsworth, West Sussex 

Tel: 020 8657 9300 Mobile: 07990 506 412 

E-Mail: lesley.cutt@gl-assessment.co.uk 

Area Advisor: AM – Ananette Odey, PM – Kelly Cox – Tel: 0845 602 1937 

Scotland 

Linda Hearton 

Tel: 0131 551 2425 Mobile: 07850 034 584 

E-Mail: linda.hearton@gl-assessment.co.uk 

Area Advisor: James Fisher – Tel: 0845 602 1937 

Republic of Ireland 

Rebecca Garven 

Tel: 087 – 9761265 

E-Mail: rebecca.garven@gl-assessment.ie 

Area Advisor: James Fisher – Tel: 0845 602 1937 

Book a free, no-obligation appointment with one of our specialist 

consultants to view our resources first-hand, and to discuss your 

assessment requirements. 

Tel: 0845 602 1937 www.gl-assessment.co.uk 5

QUICK GUIDE TO OUR RESOURCES 

PAGE TEST AGE SCHOOL PAPER/ GROUP OR ASSESSING 

GROUP AGE DIGITAL INDIVIDUAL 

Early Years/ Screening Phonics Access Special Early 

Primary/ Arrange- Educational Inter- 

Secondary ments Needs vention 

Reasoning 

12 Cognitive Abilities Test: Fourth Edition (CAT4) 7–17+ P/S P/D G 4 4 4 

16 Cognitive Abilities Test: Fourth Edition (CAT4) Welsh 7–17+ P/S P/D G 4 4 4 

17 Cognitive Abilities Test: Third Edition (CAT3) 7–17+ P/S P/D G 4 4 4 

21 Reasoning 5–7 Test Series 4–8 EY/P P G 4 4 4 

21 Further Education Reasoning Test Digital (FERT) 16+ S D G 4 

22 Verbal Reasoning (VR) 8–13 P/S P/D G 4 4 4 

24 Non-Verbal Reasoning (NVR) 8–14 P/S P/D G 4 4 4 

24 Spatial Reasoning 6–14 P/S P G 4 4 

Literacy 

26 New Group Reading Test (NGRT) 6–16 P/S P/D G 4 4 

30 York Assessment for Reading and Comprehension: 

Early Reading and Passage Reading Primary (YARC) 4–11 EY/P P I 4 4 4 4 

32 York Assessment for Reading and Comprehension: 

Passage Reading Secondary (YARC) 11–16 S P I 4 4 

34 Progress in English (PiE) 5–14 EY/P/S P/D G 

36 Diagnostic Test of Word Reading Processes (DTWRP) 5–12 P/S P I 4 4 4 

37 British Picture Vocabulary Scale: Third Edition (BPVS3) 3–16 EY/P/S P I 4 4 

38 Suffolk Reading Scale (SRS) 6–14 P/S P/D G 4 4 

39 Phonological Assessment Battery (PhAB) 6–14 P/S P I 4 4 4 4 

40 Teaching Talking 1–8 EY/P P I 4 4 4 

40 Gaelic Phonological Screening Test 5–8 P P I 4 4 

41 Wordchains 7–18+ P/S P G 4 4 

41 Reading Now 5–7 P P G 4 

42 Single Word Reading Test 6–16 (SWRT) 6–16 P/S P I 4 

42 Neale Analysis of Reading Ability (NARA) 6–12 P P I 

43 Single Word Spelling Test (SWST) 6–14 P/S P/D G 

44 British Spelling Test Series: Second Edition (BSTS2) 6–13 P/S P G 

Science 

45 Measuring Success in Science 5–11 P P/D G 

Numeracy 

46 Sandwell Early Numeracy Test – Revised (SENT–R) 4–8 EY/P P I 4 4 4 

47 Sandwell Early Numeracy Test KS2–KS3 (SENT KS2–KS3) 8–14 P/S P I 4 4 4 

48 Progress in Maths (PiM) 4–14 EY/P/S P/D G 

50 Mental Mathematics 6–11+ P P G 

50 Measuring Success in Maths 5–11 P P G 

Special Education Needs 

51 Dyslexia Screener Digital 5–16+ P/S D G 4 4 4 

52 Dyslexia Portfolio 6–16 P/S P I 4 4 4 4 

53 Dyscalculia Screener Digital 6–14+ P/S D G 4 4 4 

Pupil Attitudes 

54 Pupil Attitudes to Self and School (PASS) 4–18+ EY/P/S P/D G/I 4 4 4 

Early Intervention 

57 Schedule of Growing Skills (SGS) 0–5 EY P I 4 4 4 

58 WellComm: A Speech and Language Toolkit for the 

Early Years 0–6 EY/P P/D I 4 4 4 

Personal and Social Developments 

60 The Cornwall Learning Skills for Life Programme 3–11 EY/P P G 4 

61 Measures of Children's Mental Health and 

Psychological Wellbeing (MCH) 2–20 EY/P/S P G/I 4 4 

62 The Paediatric Index of Emotional Distress (PI-ED) 8–16 P/S P I 4 4 

63 Emotional Literacy: Assessment and Intervention 7–16 P/S P/D I 4 4 

Thinking Skills 

64 Let's Think! Series 4–11 EY/P P G 

Assessment for Learning 

66 Black Box Series 5–18 P/S P N/A 

Self Evaluation and School Improvement 

68 Kirkland Rowell Surveys 5–18 P/S P/D N/A 

70 Professional Development Modules P/S D N/A 

72 Schoolcentre 5–18 P/S D N/A 

73 GO 4 Schools 5–18 P/S D N/A 

6

ADDITIONAL SERVICES 

Diag- Monitoring Pupil Health & Guidance Instant Data Scoring & Evidence 

nostic Progress Potential Wellbeing Resources Reporting Inter- Reporting for School 

pretation Service Inspections 

CAN BE USED IN CONJUCTION WITH 

Many of our assessments can be used together at different levels 

and for particular purposes to suit the individual requirements of 

both teachers and pupil alike 

4 4 4 4 4 4 PiM/PiE/NGRT/PASS 



4 

4 4 

4 4 4 

4 4 4 

4 

4 4 4 4 4 GRT/YARC Primary and Secondary/BPVS3 

NGRT/BPVS3/YARC Primary/WellComm Toolkit/ 

4 4 Dyslexia Portfolio 

4 4 NGRT/Dyslexia Portfolio 

4 4 4 4 4 4 CAT 

4 PhAB 

4 NGRT/YARC Primary and Secondary 

4 4 4 4 4 4 Reading Now 

4 DTWRP 

WellComm Toolkit 

4 Dyslexia Screener Digital/Dyslexia Portfolio 

4 SRS 

NGRT 

4 

4 4 4 4 

4 

4 

4 4 4 PiM4 

4 4 4 PiM 

4 4 4 4 4 4 CAT/SENT-R 

4 PiM 

4 PiM 

4 4 Dyslexia Portfolio/Dyslexia Guidance 

4 4 Dyslexia Screener Digital/Dyslexia Guidance/ 

Wordchains/YARC Primary and Secondary 

4 4 Dyscalculia Guidance 

4 4 4 4 4 CAT/MCH/Emotional Literacy/PI-ED 

4 

4 4 4 4 NGRT/YARC Primary/Teaching Talking 

4 PASS 

4 4 4 4 Emotional Literacy/PASS/PI-ED 

4 4 4 MCH/PASS 

4 4 4 4 MCH/PASS/PI-ED 

4 

4 

4 4 4 4 

4 

4 4 4 4 

4 4 4 4 CAT data 


ASSESSMENT SOLUTIONS 

A Complete Approach to Assessment: 

Scoring, Reporting, Analysis & 

Interpretation and online testing 

How does it work? 

1. Test Administration: 

At GL Assessment, our role is far from finished once we 

have supplied you with your chosen assessment. In fact 

that’s just the start. Assessment is about continually using 

assessment data to respond quickly to the needs of every 

child at every stage of his/her learning development. It is 

therefore crucial that we provide our customers with a 

comprehensive range of services that ensure they can 

receive, interpret and use their assessment data to its full 

potential. 

Encompassing scoring, reporting, analysis & interpretation, and 

customised testing, our assessment services complement and extend 

our portfolio of published tests and meet a wide variety of assessment 

needs. They are available to single schools and academies as well as 

local authorities, clusters, federations and other consortia of schools. 

We also offer a comprehensive e-assessment portfolio, with over 6 million 

online tests delivered to date. See opposite page for further details. 

Scoring, Reporting, Analysis & Interpretation 

Services 

Scoring your own test papers is a time consuming task and certainly not 

one that makes the most efficient use of a teacher’s valuable time. 

To combat this, GL Assessment offers comprehensive Scoring, 

Reporting, Analysis & Interpretation Services for users of our paperbased 

assessments. Designed to take the work out of marking, 

managing and interpreting your data, the services deliver fast and 

accurate results that can be tailored to your needs. 

You administer the test, requesting that pupils write their 

answers on the answer sheets or booklets provided 

2. Ordering: 

Return the answer sheets to our Scoring & Reporting 

Service division 

3. Scoring: 

GL Assessment scan and score the tests within 15 working 

days of receipt 

4. Uploading of data: 

Results are uploaded into the Testwise Reporting Service (TRS), 

our online reporting system, and the standard reports are 

created as PDF files 

5. Email notification: 

You are sent an email notification when your reports are ready. 

You can then access your reports online by entering TRS using 

the secure customer login supplied 

6. Additional reports: 

Further reports can easily be requested at this stage. For some 

assessments this is subject to additional cost. Files in CSV 

format can also be ordered for easy importing into your school’s 

Management Information System 

7. Invoicing: 

Schools/Clusters will be invoiced by GL Assessment after the 

reports are made available. 

The Scoring & Reporting Service is available for the following tests: 

• Cognitive Abilities Test (CAT) (pages 12–20) 

• New Group Reading Test (NGRT) (pages 26–29) 

• Non-Verbal Reasoning (pages 24–25) 

• Progress in English (PiE) (pages 34–35) 

• Progress in Maths (PiM) (pages 48–49) 

• Suffolk Reading Scale (SRS) (page 38) 

• Verbal Reasoning (pages 22–23) 

Bringing results to life 

Results are brought to life through a wide variety of diagnostic reports, 

enabling teachers, SENCOs and other educational professionals to build 

a comprehensive picture of a pupil and his/her learning needs. 

This is delivered on the Testwise Reporting Service (TRS), our online 

reporting system. Your results are uploaded securely and data files for 

your school's Management Information System can be ordered easily. 

Which reports are included? 

The majority of reports provided by our Testwise Reporting Service 

come as part of our standard service. These may include: 

• listing of results for all pupils 

• group mean scores analysis 

• individual pupil profiles 

• group demographic comparison 

• raw and Standard Age Scores 

• a current National Curriculum level 

• year-on-year achievement. 

Additional reports can also be requested through TRS at an additional 

cost. 

8

NGRT Digital Individual report for teachers 

Name: Patrick Johnson 

ASSESSMENT SOLUTIONS 

School: Test Primary School 

Group: Y2 

Date of test: 27/02/2012 

Form: A 

Age: 6:09 

Sex: Male 

Analysis of responses (Passage Comprehension) 

Question 

difficulty 

Reading 

Ability 

scale 

Example report from 

NGRT for a secondary 

student with an 

above average 

reading ability 

Analysis of Passage Comprehension responses by question type 

Question type 

Retrieval 

Simple 

inference 

Context 

comprehension 

Inference and 

deduction 

Writer's 

purposes and 

viewpoints 

Number of questions in test 7/16 2/16 3/16 3/16 0/16 1/16 0/16 0/16 

Number of questions answered 

correctly 

Writer's use 

of language 

7 2 2 0 0 

% of questions answered correctly 100% 100% 67% 0% 0% 

Copyright © 2012 GL Assessment Limited 

Organisation 

of texts 

Social, cultural 

and historical 

traditions 

Overprinting Service 

To make administration and scoring more efficient for users of our 

paper-based Cognitive Abilities Test (CAT), we offer a time-saving 

Overprinting Service. This involves the printing of candidate name, date 

of birth and other details such as Pupil Registration Number or School 

Number onto your Optical Mark Recognition (OMR) answer sheets. This 

enables scoring to be carried out using a scanner called a DRS Optical 

Mark Reader. Please call 0845 602 1937 for further information. 

The Online Marking Tool 

For schools that choose to score their own papers, an Online Marking 

Tool (OMT) can be purchased for a range of our paper-based 

assessments. The tool reduces marking time, provides immediate 

access to basic reports online and allows you to request further reports 

and data files quickly and easily. Please call 0845 602 1937 for further 

information. The Online Marking Tool is available for: 

• Progress in English 

• New Group Reading Test 

• Non-Verbal Reasoning 

• Progress in Maths 

• Verbal Reasoning 

• Group Reading Test 

• Sandwell Early Numeracy Test – Revised • Reading Now 

• Sandwell Early Numeracy Test KS2–KS3 

Analysis & Interpretation Services 

Example from CAT4 Summary Report for Senior Leaders – Level D 

Why should I use this service? 

• It makes analysis simpler, quicker and more focused. 

• Guarantees a much higher level of accuracy in the marking, 

interpretation and calculation of scores. 

• Delivers scores and reports within a maximum of 15 working 

days of receipt. 

• Provides data files in PDF reports and CSV format that can be 

imported directly into your school's Management Information System. 

• Stores your data on a secure system. 

• Makes it possible to log in to the system at any time to check the 

status of your order. 

How can I buy this service? 

In order to buy any of our Scoring & Reporting Services, you will need to 

register with our Scoring, Reporting, Analysis & Interpretation 

department. To do this, please call 0845 602 1937 to speak to one of 

our Customer Services team. 

We will invoice you only after the reports have been made available on 

our Testwise Reporting Service (TRS). You can administer the test 

without this service but you cannot receive your results without it. 

In addition to our Scoring & Reporting Services we offer a series of 

Analysis & Interpretation Services. Available at various levels for the 

Cognitive Abilities Test (CAT), Pupil Attitudes to Self and School (PASS) 

and Kirkland Rowell Surveys, the services have been created to help 

schools maximise the impact of their assessment data. These services 

are also available to customers who choose to mark their own papers. 

You will find further information on the relevant assessment pages 

throughout the catalogue. 

Online Testing 

Alongside government policy, technology is recognised as a main driver 

for educational change. GL Assessment has pioneered a powerful 

online testing system ‘Testwise’, which is used today by over half a 

million children each year in the UK and over 100 countries worldwide. 

Online testing removes the burden of test administration, whilst 

delivering instant results and diagnostic reports at the touch of a button. 

As a result, our digital assessment portfolio has grown accordingly with 

many of our paper assessments available online. You will find further 

information on all of our digital assessments and the benefits of online 

testing throughout the catalogue. 

Our digital assessments portfolio encompasses: 

• Cognitive Abilities Test Digital 

• Dyslexia Screener Digital 

• Progress in Maths Digital 

• Single Word Spelling Test Digital 

• Dyscalculia Screener Digital 

• New Group Reading Test Digital 

• Progress in English Digital 

• Non-Verbal Reasoning Digital 

• Suffolk Reading Scale Digital 

• Verbal Reasoning Digital. 


CUSTOMISED ASSESSMENTS 

Customised Assessments 

Our customised assessments are original tests that are 

created uniquely for a school, local authority or a 

consortium of schools in order to meet specific 

assessment criteria. 

Customised tests are commissioned by a wide variety of schools for a 

number of different purposes – from admissions testing by independent 

and other selective schools to the evaluation of a specific initiative 

across a group of schools, academies or free schools. 

Whatever your school’s or consortia’s needs, we will work closely with 

you to ensure that all of your requirements are met and your unique test 

enables you to get exactly the information you want out of your 

assessment programme. 

In fact, GL Assessment has been a leading provider of test design 

services for over 30 years, during which time we have built a highly 

respected reputation for high-quality, robust customised tests and 

established ourselves as the Official 11+ Test Publisher. In the 

independent schools market, we also recently developed the new online 

Common Pre-Tests in conjunction with the Independent Schools 

Examination Board (ISEB). 

The tests 

Customised tests are available in both paper and digital format in the 

following areas: 

• Verbal reasoning 

• Non-Verbal reasoning 

• Mathematics 

• English 

• Spatial reasoning. 

GL Assessment is unique in being able to offer you a separate 

customised test that assesses spatial reasoning alone, the basis for 

success in STEM (Science, Technology, Engineering and Maths) 

subjects and careers. 

Questions can be newly written or taken from the GL Assessment 

Question Bank, a secure collection of questions that have been written 

by the National Foundation for Educational Research (NFER) and other 

professional education organisations. Every question has been 

thoroughly trialled and validated on groups of pupils prior to being 

approved as suitable. Detailed analyses are carried out and questions 

that are too difficult or do not accurately assess abilities are excluded. 

This process also includes analysis for gender, cultural and social bias. 

10

Admissions testing 

When it comes to testing for admission purposes, it is important to take 

the time to identify the right combination of content and tests to ensure 

the assessment meets the particular needs of your school, consortia or 

authority. With this in mind, we offer a one-to-one personalised service, 

working in partnership with you to ensure this is achieved. 

It is therefore no surprise that GL Assessment enjoys a firm reputation 

as a leading provider of customised tests, with a recognised 

commitment to maintaining the integrity of admissions testing. In fact, 

ongoing research and many years’ experience have demonstrated that, 

when commissioning a customised assessment, a number of factors 

require careful consideration, including how to: 

• minimise any bias against cultural or educational background 

• ensure that the questions are fit for purpose and do not discriminate 

• make certain that the test itself includes enough questions to 

measure attainment and/or ability effectively 

• minimise the effects of tutoring, without jeopardising the validity of 

the test 

• prepare candidates for the test. 

Request our ‘Best Practice’ leaflet 

To help you maintain first-rate admissions procedures, 

GL Assessment has created an informative leaflet on best 

practice in admissions testing. Based on ongoing research and 

our own unrivalled experience in question development, test 

construction and report development, it clarifies some of the 

most common questions in relation to admissions testing and 

provides valuable pointers on how to best ensure test validity 

and fairness. To request a copy, please contact us: 

T: 020 8996 3399 

E: assessmentservices@gl-assessment.co.uk 

For further information on our customised assessments or to arrange 

a visit from one of our consultants to discuss your customised testing 

requirements in more detail, please contact us: 

T: 020 8996 3399 

E: assessmentservices@gl-assessment.co.uk 

Additional Services 

To ease the administrative burden of the testing and scoring process, 

GL Assessment offers a range of additional options: 

• Overprinting Service – This involves the printing of candidate name, 

date of birth and other details onto the OMR (Optical Mark 

Registration) sheets to shorten testing times, provide accurate 

readable information and speed up the electronic scoring process. 

• Administration Service – If schools require complete impartiality 

from the testing sessions, GL Assessment can arrange for 

experienced educationalists to administer the tests on site. 

• Scoring Service – Guaranteeing a much higher level of accuracy 

than hand scoring, our Scoring Service produces results and reports 

within a maximum of 15 working days after receipt of tests. 

• Data Interpretation Service – We offer a wide range of data 

interpretation services from the analysis and banding of test results 

against admission criteria to the evaluation of a specific initiative. 

• Standardisation – We can provide bespoke, national or local 

standardisations and organise the production of conversion tables 

based on your own local data, or that of your consortia, providing the 

sample includes at least 300 pupils. 

Familiarisation materials 

With admissions testing, it is widely accepted that all pupils should 

practice and be familiar with the test format ahead of the examination, 

not least to ensure they are not unduly anxious about the test on 

the day. 

To avoid putting children at an immediate disadvantage in this way, 

GL Assessment advocates that schools arrange for all candidates to 

have access to at least one full-length practice test of each type being 

used. Ideally, these should be administered as an integral part of the 

selection process; however, we recognise that schools and local 

authorities do not always have the resources at their disposal to 

organise and fund a formal practice session. In this instance, 

GL Assessment produces an affordable and readily available set of 

practice materials to bring all candidates up to a level playing field 

(particularly those from socio-economically disadvantaged 

backgrounds). 


REASONING 

Cognitive Abilities Test: Fourth Edition (CAT4) 

David F Lohman and Pauline Smith 

quick guide 

Age Range: 

7 years–17+ years 

Suitable for: 

Teachers, Exam Officers and 

SENCOs 

Administration: 

Group 

Timed: 

45 minutes per test part 

2 hours 15 minutes in total 

8 4 

Supports: 

Pupil Premium, Pupil Deprivation 

Grant, Gifted and Talented & 

Access Arrangements 

Ideal for use with: 

Pupil Attitudes to Self and 

School (PASS). Integrating your 

CAT4 results with the attitudinal 

results from PASS will provide you 

with a comprehensive 

understanding of a pupil’s overall 

ability. See pages 54–56 

Suitable for use in 

implementing the 

Curriculum for 

Excellence 

Why use CAT4? 

• CAT4 has been newly standardised to provide accurate, up-to-date data. 

• The seamless assessment identifies pupils’ developed abilities and 

likely academic potential, providing essential information for teaching 

and learning. 

CAT4 is the fourth edition of GL Assessment’s well established Cognitive 

Abilities Test, the UK’s most widely used test of reasoning abilities for 

pupils aged 7 to 17+ years. The seamless assessment identifies pupils’ 

developed abilities and likely academic potential, providing essential 

information for teaching and learning. Newly standardised, the 

assessment is available in both paper and digital formats. 

As well as pinpointing underachieving pupils, CAT4 helps identify gifted 

and talented individuals and those who may be coasting in class. By 

assessing pupils’ ability to reason with and manipulate different types of 

material, through a series of verbal, non-verbal, quantitative and spatial 

reasoning tasks, it provides an indication of individuals’ strengths, 

weaknesses and learning preferences. CAT4 is not about knowledge 

recall and requires no preparation, offering all pupils the same 

opportunity to show their underlying ability. 

The new separate Spatial Ability test in CAT4 supports established 

research that has confirmed the importance of assessing pupils’ spatial 

ability in order to develop and support spatial skills, the basis for 

success in STEM (Science, Technology, Engineering and Maths) 

subjects and careers. 

Results from CAT4 can be used in a number of ways. Not least to 

develop tailored intervention programmes for individual pupils, to 

monitor their progress and with the help of the new indicators provided, 

in setting targets for future attainment. 

Another exciting new feature of CAT4 is the development of a brand 

new suite of reports that are much easier to read and understand, 

helping you to interpret the data fully. In addition to the standard 

Group report for teachers, seven different reports are available with 

targeted versions for teachers, senior leaders, parents and pupils 

(see opposite page). 

• An excellent tool for uncovering spatial learners, with the introduction of 

a brand new Spatial Ability test. 

• Results from CAT4 can help with monitoring progress over time, setting 

targets for future attainment and informing timely intervention 

strategies. 

• The interpretation of CAT4 data has been made more accessible with a 

brand new suite of easy-to-understand reports – with a range of 

audiences in mind. 

• CAT4 provides indicators of outcomes at KS2, KS3 and KS4, with 

GCSE indicators available for 30 subjects, AS level indicators for 

21 subjects, A level indicators for 19 subjects and Scottish Standard 

Grade indicators for 24 subjects. 

N.B. IB and iGSCE pointers will be available for CAT4 from the 

Autumn 2013. 

Visit www.cat4support.com for 

additional information about 

CAT4, FAQs, sample reports and 

videos/demonstrations of the 

assessment 

CAT4 Age range for Target year group 

Level general England Northern 

Scotland 

population norms & Wales Ireland 

A 7:06 to 9:11 Y4 P5 Y4 & Y5 (P4 & P5) 

B 8:06 to 10:11 Y5 P6 Year 6 (P6) 

C 9:06 to 11:11 Y6 P7 Year 7 (P7) 

D 10:06 to 12:11 Y7 S1 Year 8 (F1) 

E 11:06 to 13:11 Y8 S2 Year 9 (F2) 

F 12:06 to 15:11 Y9 & Y10 S3 & S4 Y10 & Y11 

G 14:06 to 17:00+ Y11 & Y12 S5 & S6 Y11, Y12 & Y13 

. . . and CAT4 Digital? 

Example question from CAT4 Spatial Battery – 

Level D 

Look out for our upcoming 

events and webinars, visit: 

www.gl-assessment.co.uk/events 

• CAT4 Digital removes the burden of test administration, as all practice, 

instructions and timings are computer-administered. 

• Instant scoring gives teachers results at the touch of a button. 

• Accurate and reliable reports are delivered straight to a teacher's 

desktop, enabling results to be analysed with ease and integrated with 

other school information. 

• Computer-based assessment often feels less daunting for pupils and 

fast feedback is proven to be more motivating. 

12

REASONING 

Communicating CAT4 results through 

dynamic reporting 

Following extensive market research and CAT3 customer feedback, our 

new suite of CAT4 reports has been developed with teachers in mind. 

The inclusion of more narrative makes the reports much easier to read 

and understand, supporting the interpretation of the data further, thus 

helping you develop tailored intervention strategies for individual pupils. 

Example of Individual 

student report for teachers 

– Level B 

Designed with specific audiences in mind, the reports appear in a range 

of different formats, from PowerPoint ® presentations for school 

leadership teams and governing bodies, to easy-to-understand reports 

for parents and pupils. These explain what the data mean and how 

pupils can be supported in their learning, both at home and at school. 

Users of both the CAT4 paper and digital editions will automatically 

receive the CAT4 Group report for teachers. 

In addition, users will be able to choose from a range of seven additional 

reports, which can be purchased separately: 

• CAT4 Individual student report for teachers 

• CAT4 Individual report for students 

• CAT4 Individual report for parents 

• CAT4 Summary report for senior leaders 

• CAT4 Summary presentation for senior leaders PowerPoint ® 

presentation 

• CAT4 Excel report (free for digital users) 

• CAT4 Cluster report. 

See page 15 

for exclusive 

CAT4 Report 

Packages 

Example of CAT4 Summary report for 

senior leaders – Level D 

Example of student profiles from Group 

report for teachers – Level D 

“Our students start school with a diverse range of abilities and 

backgrounds, so our main aim is to ensure everyone leaves our 

school feeling they have achieved their full potential. We use 

GL Assessment’s Cognitive Abilities Test (CAT) to build a broader 

picture of where that potential may lie.” 

Stacey Knight, Basic Skills Manager, King Ethelbert Secondary School, Kent 

Find your Area Consultant on pages 4–5 Tel: 0845 602 1937 www.gl-assessment.co.uk 

13

REASONING 

a complete approach 

CAT4 in our portfolio 

CAT4 can be particularly 

powerful when used with a 

range of other evidence, such as 

assessments in core skills, to 

identify a child’s potential and to 

inform targeted intervention 

strategies. 

CAT4 data provides a 

comprehensive profile of a 

pupil’s ability and likely academic 

potential. Combined with data 

from Progress in Maths 

(pages 48-49) and Progress in 

English (pages 34-35), ability 

can be compared with 

attainment to identify anomalies 

and provide additional insights 

into a pupil’s learning. 

CAT4, combined with our Pupil 

Attitudes to Self and School 

(PASS) attitudinal survey 

(pages 54-56), can provide a 

complete picture of a pupil’s 

ability and attitudes. By 

providing a highly reliable 

measurement of nine attitudinal 

measures, PASS answers many 

of the questions raised when 

there are discrepancies between 

attainment and CAT4 scores. 

Go online to view case 

studies, sample reports, 

videos and a digital demo – 

www.gl-assessment.co.uk/ 

cat4 

Cognitive Abilities 

Test Attitudinal 

Survey (CATAS) 

The Cognitive Abilities Test 

Attitudinal Survey (CATAS) is 

available, offering an effective way 

of finding out what Y7-Y9 (S1-S3) 

pupils think about school. The 

resulting data can be considered 

and evaluated alongside pupils’ 

abilities as evidenced by CAT4. 

What do I need to buy? 

CAT4 Paper 

To administer CAT4 Paper, you will need to buy the items in the table below for the age group/s 

you require (see the chart on page 12 to find out which CAT4 level/s you need): 

CAT4 Paper Item What are these items? How many Can I re-use 

do I need? this? 

Pupil Booklets* Test question booklets for each pupil. These can 1 per pupil Multiple use 

(Levels A-G) 

be reused. 

OMR Answer Sheets* Pupils mark their answers on the OMR sheets. One 1 per pupil Single use 

– Pack of 10 Group Header Sheet is also included within a pack 

(Levels A-G) 

of ten. 

Overprinting Service Schools have the option of purchasing our Overprinting 1 per pupil Single use 

Service, which delivers Answer Sheets pre-printed with 

pupils' information, to save time during administration 

and the scoring process. 

Scoring Service – On completion of the test, the administrator fills out a 1 per pupil Single use 

including Group Group Header Sheet for each test group. Both the 

report for teachers* Answer Sheets and Group Header Sheet are submitted 

(Levels A-G) 

to GL Assessment for computerised scoring. The Group 

report for teachers is included as standard. Further 

reports can be purchased at an additional cost. 

Teacher Guidance Contains essential administration information, scoring and 1 per school Multiple use 

Pack** 

reporting details and technical information. 

*Compulsory purchase 

**Highly recommended 

CAT4 Digital 

To administer CAT4 Digital, you only need to buy an administration for each pupil you would 

like to test – see table below. You will need to buy the relevant level for the age group(s) you 

are testing (see the chart on page 12 to find out which CAT4 level(s) you need). 

As a new customer, you will be set up with an account on Testwise, our online testing 

platform, by our Customer Services team. 

Full details of how to administer the digital version of CAT4 can be found in the Teacher 

Guidance Pack. 

CAT4 Digital Item What are these items? How many Can I re-use 


Individual This is the individual test administration for each pupil that 1 per pupil Single use 

Administrations* you would like to test. The Group report for teachers and (Minimum of 

(Levels A-G) Excel report are included as standard when testing 10 adminisdigitally. 

Further reports can be purchased at an 

trations 

additional cost. 

required) 

Teacher Guidance Contains essential administration instructions, scoring 1 per school Multiple use 

Pack** 

and reporting details and technical information. 

*Compulsory purchase 

**Highly recommended 

NEED MORE ADVICE? 

For help and advice or to arrange a no-obligation demonstration of CAT4, 

please call 0845 602 1937 or send an email to: info@gl-assessment.co.uk 

14

REASONING 

CAT4 Packages 

To further support you with the 

interpretation of your CAT4 data, 

we have developed a series of 

exclusive report packages. 

The prices displayed to the right 

are per pupil for one year of 

administering the test. 

You can choose from the following 

Individual reports for your CAT4 

report package: 

• Individual student report for 

teachers 

• Individual report for parents 

• Individual report for students 

Order now or contact your Area 

Consultant for more information – 

see pages 4–5 for details. 

Contents: The CAT4 Teachers Guidance Pack contains: Administration Instructions, 

Scoring & Reporting details and Technical Information. Pupil Booklets and Answer 

Sheets are purchased separately 

PAPER 

CAT4 Paper 

CAT4 Pupil Booklets 

*+VAT 

Level A 978 07087 20912/GLA700 £7.95 

Level B 978 07087 20929/GLA700 £7.95 

Level C 978 07087 20936/GLA700 £7.95 

Level D 978 07087 20943/GLA700 £7.95 

Level E 978 07087 20950/GLA700 £7.95 

Level F 978 07087 20967/GLA700 £7.95 

Level G 978 07087 20974/GLA700 £7.95 

CAT4 OMR Answer Sheets (Pack of 10 plus Group Header Sheet) 

Level A 978 07087 20998/GLA700 £12.99* 

Level B 978 07087 21001/GLA700 £12.99* 

Level C 978 07087 21018/GLA700 £12.99* 

Level D 978 07087 21025/GLA700 £12.99* 

Level E 978 07087 21032/GLA700 £12.99* 

Level F 978 07087 21049/GLA700 £12.99* 

Level G 978 07087 21056/GLA700 £12.99* 

CAT4 Scoring Service (including the Group report for teachers) 

Level A 978 07087 21278/GLA700 £5.80* 

Level B 978 07087 21285/GLA700 £5.80* 

Level C 978 07087 21292/GLA700 £5.80* 

Level D 978 07087 21308/GLA700 £5.80* 

Level E 978 07087 21315/GLA700 £5.80* 

Level F 978 07087 21322/GLA700 £5.80* 

Level G 978 07087 21339/GLA700 £5.80* 

CAT4 Overprinting Service 978 07087 21346/GLA700 £0.90* 

CATAS Paper 

Pupil Booklets (pack of 10) 

Silver Package 

Paper 

Digital 

£10.00/pupil 

£10.50/pupil 

Administration 

Answer sheet 

Overprinting Service Individual Administration 

Scoring Service 

(incl. test administration & scoring) 

Reporting 

Group report for teachers 

2 out of 3 Individual reports 

Excel Report 

Inclusive of Scoring Level D 978 07087 20400/GLA700 £13.00* 

Inclusive of Scoring Level E 978 07087 20417/GLA700 £13.00* 

Inclusive of Scoring Level F 978 07087 20424/GLA700 £13.00* 

Gold Package 

Paper 

Digital 

£11.00/pupil 

£11.75/pupil 

Administration 

Answer sheet 

Overprinting Service Individual Administration 

Scoring Service 

(incl. test administration & scoring) 

Reporting 

Group report for teachers 

All 3 Individual reports 

Excel Report 

Summary report for senior leaders 

Summary presentation for senior leaders 

Optional Extras Gold Report Package purchasers can take advantage of the offers on our A & I Services: 

SAVE £195! 

CAT4 Full-day Workshop 

Normal RRP from £895 +VAT 

Gold Package offer 

from £700 +VAT 

FREE EXTRAS 

DIGITAL 

SAVE £100! 

CAT4 Half-day Workshop 




See pages 19 & 20 for further details on our range of Analysis & Interpretation Services 

SAVE £195! 

CAT4 Digital 

*+VAT 

Individual Administration (minimum order of 10 administrations are 

required, includes Group report for teachers and Excel report) 

Level A 978 07087 21100/GLA700 £8.50* 

Level B 978 07087 21117/GLA700 £8.50* 

Level C 978 07087 21124/GLA700 £8.50* 

Level D 978 07087 21131/GLA700 £8.50* 

Level E 978 07087 21148/GLA700 £8.50* 

Level F 978 07087 21155/GLA700 £8.50* 

Level G 978 07087 21162/GLA700 £8.50* 

CATAS Digital CATAS Annual Licences are also available 

Individual Administrations (minimum order of 10) 

Level D 978 07087 20349/GLA700 £1.50* 

Level E 978 07087 20356/GLA700 £1.50* 

Level F 978 07087 20363/GLA700 £1.50* 

CAT4 Teacher Guidance and Evaluation Packs for Paper & Digital *+VAT 

CAT4 Teacher Guidance Pack 978 07087 21063/GLA700 £60.00 

CAT4 Evaluation Pack Primary 978 07087 21070/GLA700 £23.85 

CAT4 Evaluation Pack Secondary 978 07087 21087/GLA700 £31.80 

Additional CAT4 Reports for Paper and Digital 

CAT4 Consultancy 

Normal RRP £695 +VAT 


£500 +VAT 

Individual student report for teachers £1.99* 

Individual report for parents 

Additional reports are 

£1.99* 

Individual report for students available for paper and £1.99* 

Summary report for senior leaders digital. For further £99.00* 

information please call 

Summary presentation for senior 

Customer Services on 

leaders 

0845 602 1937. 

£49.00* 

Excel report (free for digital) £99.00* 

Cluster report (for LAs and School Chains) £499.00* 

CAT4 Assessment Overview 

Why not order a copy of our FREE CAT4 Assessment Overview, for a 

comprehensive insight into the new CAT4. Featuring details of how the 

assessment can be used, sample questions and reports, the overview 

provides you with everything you need to know about CAT4. 


REASONING 

Newydd! Prawf Gallu Gwybyddol 4: Argraffiad Cymraeg 

David F Lohman a Pauline Smith 

Arweiniad Cyflym 

Ystod oedran: 

7 oed–17+ oed 

Addas i: athrawon, Swyddogion 

Arholiad a SENCOs 

Gweinyddiad: Grŵp 

Amserwyd: 45 munud i bob 

rhan o’r prawf. Cyfanswm o 2 awr 

15 munud 

8 4 

Cefnogi: Premiwm Myfyrwyr, 

Grant Amddifadiad Disgyblion a 

Threfniadau Mynediad 

Delfrydol i’w ddefnyddio 

gyda: Agweddau Disgyblion 

am eu Hunain a’r Ysgol (PASS). 

Delfrydol i’w ddefnyddio gyda: 

Agweddau Disgyblion am eu 

Hunain a’r Ysgol (PASS). Bydd 

integreiddio eich canlyniadau CAT4 

gyda’r canlyniadau o agweddau 

PASS yn rhoi dealltwriaeth 

gynhwysfawr i chi o allu cyffredinol 

myfyriwr. Gweler tudalennau 54-56 

PAPUR 

Argraffiad newydd o Brawf Gallu Gwybyddol sefydledig GL Assessment 

ydy CAT4. Dyma’r prawf a ddefnyddir amlaf i brofi galluoedd rhesymu yn 

y DU. Fel rhan o’r project i ddatblygu’r pedwerydd argraffiad, fe 

gynhyrchwyd fersiwn Cymraeg, sy’n golygu y gall holl blant Cymru gael 

eu profi yn eu hiaith gyntaf. Mae gan CAT4: Argraffiad Cymraeg yr un 

buddion â’r fersiwn Saesneg (gweler tudalennau 12-15) yn ogystal â’r 

canlynol: 

• Mae’r holl ddeunyddiau prawf, o Lefel A i G wedi’u cyfieithu i’r 

Gymraeg, yn cynnwys cyfarwyddiadau gweinyddu 

• Ailddatblygwyd y profion Gallu Geiriol ar gyfer yr iaith 

Gymraeg gan Brifysgol Bangor 

• Mae’r holl adroddiadau ar gael yn Gymraeg 

• Mae’r Adroddiad unigol i rieni ar gael yn Saesneg ar gyfer y 

rhieni hynny nad ydyn nhw’n gallu siarad Cymraeg 

• Ystod lawn o Ddangosyddion o gyrhaeddiad 

i’r dyfodol 

• Gwasanaeth sgorio 

• Pecynnau CAT (gweler tudalen 15). 

CAT4 Papur – Argraffiad Cymraeg 

*+VAT 

CAT4 Llyfrynnau Myfyriwr – Argraffiad Cymraeg 

Lefel A 978 07087 22244/GLA700 £7.95 

Lefel B 978 07087 22251/GLA700 £7.95 

Lefel C 978 07087 22268/GLA700 £7.95 

Lefel D 978 07087 22275/GLA700 £7.95 

Lefel E 978 07087 22282/GLA700 £7.95 

Lefel F 978 07087 22299/GLA700 £7.95 

Lefel G 978 07087 22305/GLA700 £7.95 

CAT4 Taflenni Ateb OMR (pecyn o 10 ac Uwch Daflen Grŵp) 

Lefel A 978 07087 22381/GLA700 £12.99* 

Lefel B 978 07087 22398/GLA700 £12.99* 

Lefel C 978 07087 22404/GLA700 £12.99* 

Lefel D 978 07087 22411/GLA700 £12.99* 

Lefel E 978 07087 22428/GLA700 £12.99* 

Lefel F 978 07087 22435/GLA700 £12.99* 

Lefel G 978 07087 22442/GLA700 £12.99* 

CAT4 Gwasanaeth Sgorio (yn cynnwys Adroddiad Grŵp i Athrawon) 

Lefel A 978 07087 22039/GLA700 £5.80* 

Lefel B 978 07087 22046/GLA700 £5.80* 

Lefel C 978 07087 22053/GLA700 £5.80* 

Lefel D 978 07087 22060/GLA700 £5.80* 

Lefel E 978 07087 22077/GLA700 £5.80* 

Lefel F 978 07087 22084/GLA700 £5.80* 

Lefel G 978 07087 22091/GLA700 £5.80* 

CAT4 Gwasanaeth trosbrintio 

Cymraeg 978 07087 22466/GLA700 £0.90 

Cynnwys: Mae Pecyn Canllawiau Athro CAT 4 yn cynnwys: cyfarwyddiadau 

gweinyddu ar bapur ac yn ddigidol, Siart Amser ac enghraifft o Uwch Daflen Grŵp yn 

Gymraeg. Yn ogystal, mae’n cynnwys manylion Sgorio ac Adrodd a Gwybodaeth 

dechnegol yn Saesneg. 

DIGIDOL 

Deunydd ychwanegol 

Ewch i 

dudalen 15 am 

wybodaeth ar 

becynnau 

adroddiad 

CAT4 

CAT4 Digidol – Argraffiad Cymraeg 

*+VAT 

Gweinyddiad Unigol (mae angen isafswm archeb o 10 gweinyddiad, 

yn cynnwys Adroddiad Grŵp i Athrawon ac Adroddiad Excel) 

Lefel A 978 07087 21803/GLA700 £8.50* 

Lefel B 978 07087 21810/GLA700 £8.50* 

Lefel C 978 07087 21827/GLA700 £8.50* 

Lefel D 978 07087 21834/GLA700 £8.50* 

Lefel E 978 07087 21841/GLA700 £8.50* 

Lefel F 978 07087 21858/GLA700 £8.50* 

Lefel G 978 07087 21865/GLA700 £8.50* 

Deunydd ychwanegol 

*+VAT 

Pecyn Canllawiau Athro yn cynnwys 

elfennau’r iaith Gymraeg 978 07087 22527/GLA700 £60.00 

Mae adroddiadau ychwanegol are gael ar gyfer Papur a Digidol 

Adroddiad Unigol i Athrawon £1.99* 

Mae adroddiadau 

Adroddiad Unigol i Fyfyrwyr 

ychwanegol are gael ar 

£1.99* 

Adroddiad Unigol i Rieni gyfer Papur a Digidol. £1.99* 

Adroddiad Unigol i Rieni (fersiwn Saesneg) Am wybodaeth £1.99* 

ychwanegol cysylltwch 

Adroddiad Cryno i Uwch Arweinwyr £99.00* 

â Gwasanaethau 

Cyflwyniad Cryno i Uwch Arweinwyr Cwsmeriaid ar £49.00* 

Adroddiad Excel (di-dâl ar gyfer digidol) 0845 602 1937 £99.00* 

Adroddiad Clwstwr £499.00* 

16

REASONING 

Cognitive Abilities Test: Third Edition (CAT3) 

David F Lohman, Elizabeth P Hagen and Robert L Thorndike; adapted by GL Assessment 

quick guide 

Age Range: 

7 years–17+ years 

Suitable for: 

Teachers, Exam Officers and 

SENCOs 


Group 

Timed: 

45 minutes per test battery 

8 4 

The Cognitive Abilities Test: Third Edition (CAT3) helps identify pupils’ 

strengths, weaknesses and learning preferences, providing accurate, 

reliable and objective assessment data that is essential to the shaping of 

an individual’s learning. 

Aimed at pupils between 7 to 17+ years, CAT3 measures the three 

principle areas of reasoning – verbal, non-verbal and quantitative – as 

well as an element of spatial ability, allowing teachers and SENCOs to 

test the full range within an entire class or year. 

Rich data provided by CAT3 gives a comprehensive profile of pupils’ 

reasoning abilities, producing standardised scores for each of the three 

abilities. This data can be used to build an understanding of an 

individual’s potential and learning style and to inform the development of 

effective teaching and learning programmes and interventions. 




Excellence 

Supports 


Grant & Access Arrangements 



School (PASS). Integrating your 

CAT3 results with the attitudinal 

results from PASS will provide you 

with a comprehensive 

understanding of a pupil’s overall 

ability. See pages 54–56 

CAT Digital Non-verbal Reasoning: Figure 

Analysis Q2 of 18 – Level D (10:06 – 12:11 

years) 

Why use CAT3? 

• Provides indicators of outcomes at Key Stages 2, 3 and 4, 31 GCSEs, 

18 AS levels, 17 A level subject indicators and Scottish Standard 

Grades 3 Int 1 and 5 Int 2. 

• Identifies a pupil’s individual strengths, needs and learning preferences, 

providing you with a complete profile of their ability. 

• Standardised scores allow you to compare your pupils’ results along 

with group/class comparisons. 

• Informs target-setting, the development of individual learning plans and 

aids the implementation of more timely intervention strategies. 

. . . and CAT3 Digital? 

• CAT3 Digital removes the burden of test administration, as all 

practice, instructions and timings are computer-administered. 

• Instant scoring gives you results at the touch of a button, saving you 

hours of marking time. 

• Instant diagnostic reports are delivered straight to your desktop, 

enabling you to analyse results with ease and integrate them with 

other school information. 


©GLAssessment2009 

REASONING 

CAT 

CAT Verbal Reasoning Test - Mean score and Stanine distribution 

Section B 

School: Sample School 

CAT Level: C 

Group: Sample Group Number of Pupils: 32 

CAT3 Scoring & Reporting Service 

Scoring, managing and interpreting your data is made easy with our 

CAT3 Scoring & Reporting Service. The service takes the work out of 

using CAT3 to deliver fast and accurate results in a range of reports 

tailored to your needs. See pages 8–9 for further information on 

this service. 

Example of pupils GCSE 

indicators – Level C 

Verbal 

National 

Stand. Age Scores 

Mean SD N 1 

100.0 15.0 

Percentage of students in each Stanine 

2 3 4 5 6 7 8 9 

4 7 12 17 20 17 12 7 4 

All Students 101.2 19.1 32 3 9 19 19 3 25 0 9 12 

CAT Visual-Verbal Profile Chart Section B 


CAT Level:D 


The chartshowsthe verbaland non-verbalscoresplotted 

against each other for eachstudentinthe classorgroup. 

This gives an at-a-glance picture of the characteristicsofthe 

group, according to where they congregate on the plot.This 

has beendividedintofiveareas:fourquadrants:A,B,Cand 

D and a central circle E. Pupils in each of these areas my be 

characterised briefly as follows: 

E: average pupils in terms of both verbal and visual 

abilities. 

A: pupils who are goodwithspokenand writtenwords,but 

who may beweakerwithmaterialssuchascharts,figures 

and diagrams. 

B: balanced and stronginabilityall round. 

C: pupils who strugglewithbothtextsand abstract 

concepts. 

D: pupilswho are goodatvisualisationbut may lackfacility 

in dealing with verbal and writtenmaterial. 

Note that these are merethumbnailsketchesofbroad 

learning types and shouldnot betakenasclassifying 

individual pupils. The intentionistoformanimpressionofthe 

abilities of a whole group, to assist in planning programmes 

of teachingand learningfor the group.Usefulconclusions 

can bereachedabouthow besttoapproachclassesofpupils 

that fall largely into each of these areas. For a full discussion 

of implications for teachingand learning,see "Gettingthe 

Best from CAT" by Dr Steve Strand, published by GL 

Assessment. 

Gender key: 

Boys 

Girls 

Unknown 

Females 101.8 20.0 12 0 17 25 8 0 25 0 8 17 

Gender 

Males 100.8 17.5 20 5 5 15 25 5 25 0 10 10 

CAT Pupils' GCSE indicators listed byMean SAS Section B 

White 105.3 17.2 19 0 0 16 26 0 32 0 16 11 


CAT Level:D 

Ethnic Group 

Black 93.7 17.8 9 0 33 22 11 0 22 0 0 11 


Asian 98.8 20.0 4 25 0 25 0 25 0 0 0 25 

No 106.3 17.4 26 0 4 12 23 4 31 0 12 15 

Free Meals 

Yes 79.2 10.0 6 17 33 50 0 0 0 0 0 0 

None 105.2 18.0 27 0 7 11 22 4 30 0 11 15 

Date of Verbal Mean 

Special School Action 80.3 10.0 3 33 0 67 0 0 0 0 0 0 

Pupil Name 

Test SAS SAS 

Emma Aransiola 07-05-09 141 137 A*/A A*/A A*/A A* A A A A*/A A A*/A A*/A A*/A A* A A*/A A A*/A A* School A*/A A*/Action PlusA*/A78.5 A* 10.0 A*/A A*/A A*/A 2 A*/A A* 100%100% 0 50 648 50 0 0 0 0 0 0 

Sean Gary 07-05-09 141 137 A*/A A*/A A*/A A* A A A A*/A A A*/A A*/A A*/A A* A A*/A A A*/A A* A*/A A*/A A*/A A*/A A*/A A*/A A* A*/A A*/A A*/A A*/A A* 100%100% 648 

Johnny Kennedy 07-05-09 128 119 B B B A/B B B B/C A/B A/B A A A/B A/B A/B A/B B B A/B B A/B EE2 A/B A/B 2EEA/B100.5 A/B A/B 17.6 A/B B/C A/B 11 A/B B 95% 0 100% 18 510 18 0 9 45 0 0 9 

Dolly Moss 07-05-09 118 117 B B B/C A/B B/C B/C B/C A/B B B B B/C B B B B B/C A/B B B A/B B A/B A/B A/B A/B C B B/C B 

EE3 3EE 94.9 20.0 9 93% 11 100% 11 494 33 11 0 11 0 11 11 

Samantha Tucker 07-05-09 107 116 B B B/C A/B B/C B/C B/C A/B B B/C B/C C B C Custom B B B/C1 

B B B B B A/B B B B C B C B 91% 100% 487 

Alan Watt 07-05-09 122 115 B B B/C A/B B/C B/C C A/B B A/B A/B B B B B B B/C B B B EE1 B 1EE B B 105.8 B B 17.7 B C B8 

B B/C 89% 0 100% 479 0 0 50 0 25 0 12 12 

Angelina Hill 07-05-09 123 115 B B B/C A/B B/C B/C C A/B B A/B A/B B B B B B B/C B B B B B B B B B C B B B/C 89% 100% 479 

EE4 4EE 108.5 20.0 4 0 0 25 25 0 0 0 25 25 

Ben Vincent 07-05-09 107 109 B/C C C B/C C C C B B/C B/C B/C C B/C C B/C B/C C B/C B/C B/C B/C B/C B/C B/C B/C B/C C/D B/C C C 73% 99% 433 

Sean Nash 07-05-09 103 100 C C/D C/D C C/D C/D D C C C C C/D C/D C C/D C/D D C/D C/D C/D C C/D C C C/D C D/E C/D C/D D 37% 96% 364 

Hugh Smith 07-05-09 103 99 C D D C C/D C/D D C C C C C/D D C D C/D D C/D C/D C/D C C/D C C C/D C D/E C/D C/D D 34% 96% 357 

Anita Kaure 07-05-09 90 94 C/D D/E D C/D D D D/E C/D C/D D D D/E D/E D D/E D D/E D/E D D C/D D C/D C/D D C/D E D D/E D/E 20% 91% 318 

Kevin Yung 07-05-09 90 94 C/D D/E D C/D D D D/E C/D C/D D D D/E D/E D D/E D D/E D/E D D C/D D C/D C/D D C/D E D D/E D/E 20% 91% 318 

Sandeep Roopra 07-05-09 92 92 C/D D/E D/E D D D D/E C/D C/D D C/D D/E D/E D D/E D D/E D/E D D D D/E C/D C/D D/E C/D E D D/E D/E 17% 89% 303 

Alison Thomas 07-05-09 93 92 C/D D/E D/E D D D D/E C/D C/D C/D C/D D/E D/E D D/E D D/E D/E D D D D/E C/D C/D D/E C/D E D D/E D/E 17% 89% 303 

Brad Blake 07-05-09 89 91 C/D D/E D/E D D D D/E C/D C/D D D D/E D/E D/E E D D/E D/E D D D D/E C/D D D/E C/D E D/E E D/E 15% 88% 295 

Vikram Sharma 07-05-09 88 90 C/D D/E D/E D D/E D D/E C/D C/D D D E E D/E E D/E D/E D/E D D D D/E C/D D D/E D E D/E E D/E 14% 87% 288 

Jonathan Tucker 07-05-09 85 82 D E/F E D/E E D/E E D/E D D/E D/E E E/F D/E E/F E E E/F D/E E D/E E D D/E E/F D/E F E E E/F 7% 75% 226 

Carol Reagan 07-05-09 81 80 D/E E/F E D/E E D/E E/F D/E D/E D/E D/E E/F F E F E E E/F E E D/E E/F D/E D/E E/F D/E F E/F E/F E/F 6% 72% 211 

Pierce Fowler 07-05-09 77 78 D/E E/F E E E D/E E/F D/E D/E E E E/F F E F E/F E/F F E E E E/F D/E E E/F E F E/F F E/F 5% 69% 196 

Damien Browne 07-05-09 77 76 D/E F E E E/F D/E E/F E D/E E E E/F F E F E/F E/F F E E/F E E/F D/E E F E F E/F F E/F 4% 66% 180 

Lucy Gill 07-05-09 66 76 D/E F E E E/F D/E E/F E D/E F F F/G F F F E/F E/F F E E/F E E/F D/E E F E F E/F F/G E/F 4% 66% 180 

Eddie Browne 07-05-09 69 73 D/E F E/F E E/F E F E E F F F F/G E/F F/G E/F E/F F/G E E/F E E/F E E/F F E/F F/G F F/G F 4% 62% 157 

Nina Sidhu 07-05-09 59 72 D/E F E/F E E/F E F E E G G G F/G F/G F/G F E/F F/G E/F E/F E F E E/F F E/F F/G F G F 4% 60% 150 

Colin Dawes 07-05-09 77 72 D/E F E/F E E/F E F E E E E E/F F/G E F/G F E/F F/G E/F E/F E F E E/F F E/F F/G F F F 4% 60% 150 

Matt Roberts 07-05-09 61 67 E F/G E/F E/F F E F E/F E F/G F/G F/G G F/G F/G F E/F F/G E/F F E/F F E/F F F/G F F/G F G F 3% 56% 111 

Caroline Peron 07-05-09 69 63 E F/G E/F E/F F E/F F/G E/F E/F F F F G E/F G F/G F G E/F F E/F F F F/G F/G F/G G F/G F/G F 3% 53% 81 

Example of visual verbal profile report – Level D 

# 

Example of verbal reasoning mean score and stanine 

distribution report – Level B 

PAPER 

CAT3 Paper 

*+VAT 

Teacher Guide Pack Levels A–D 978 07087 11101/GLA700 £55.00 

Teacher Guide Pack Levels C–F 978 07087 11118/GLA700 £55.00 

Teacher Guide Pack Levels G–H978 07087 11361/GLA700 £55.00 

Pupil Booklet A 978 07087 11149/GLA700 £8.20 

Pupil Booklet B 978 07087 11156/GLA700 £8.20 

Pupil Booklet C 978 07087 11125/GLA700 £8.20 

Pupil Booklet D 978 07087 11132/GLA700 £8.20 

Pupil Booklet E 978 07087 11163/GLA700 £8.20 

Pupil Booklet F 978 07087 11170/GLA700 £8.20 

Pupil Booklet G 978 14060 52145/GLA700 £8.20 

Pupil Booklet H 978 14060 52152/GLA700 £8.20 

Answer Sheet A (Pack of 10) 978 07087 11187/GLA700 £12.50* 

Answer Sheet B (Pack of 10) 978 07087 11194/GLA700 £12.50* 

Answer Sheet C (Pack of 10) 978 07087 11200/GLA700 £12.50* 

Answer Sheet D (Pack of 10) 978 07087 11217/GLA700 £12.50* 

Answer Sheet E (Pack of 10) 978 07087 11224/GLA700 £12.50* 

Answer Sheet F (Pack of 10) 978 07087 11231/GLA700 £12.50* 

Answer Sheet G (Pack of 10) 978 14060 52169/GLA700 £12.50* 

Answer Sheet H (Pack of 10) 978 14060 52176/GLA700 £12.50* 

Administration Manual A–F 978 07087 11248/GLA700 £45.00 

Administration Manual G–H 978 14060 52190/GLA700 £45.00 

Technical Manual A–H 978 07087 11255/GLA700 £50.00 

CAT3 Scoring & Reporting Service 

Standard Scoring Service 

Level A Answer Sheet 978 14060 51957/GLA700 £2.17 per test* 

Level B Answer Sheet 978 14060 51964/GLA700 £2.17 per test* 

Level C Answer Sheet 978 14060 51971/GLA700 £2.17 per test* 

Level D Answer Sheet 978 14060 51988/GLA700 £2.17 per test* 

Level E Answer Sheet 978 14060 51995/GLA700 £2.17 per test* 

Level F Answer Sheet 978 14060 52008/GLA700 £2.17 per test* 

Level G Answer Sheet 978 14060 52015/GLA700 £2.17 per test* 

Level H Answer Sheet 978 14060 52022/GLA700 £2.17 per test* 

DIGITAL 

EXTRAS 

CAT3 Digital 

*+VAT 

Individual Administration Minimum order of 10 administrations required 

Level A 978 14060 52220/GLA700 £7.75* 

Level B 978 14060 52237/GLA700 £7.75* 

Level C 978 14060 52244/GLA700 £7.75* 

Level D 978 14060 52251/GLA700 £7.75* 

Level E 978 14060 52268/GLA700 £7.75* 

Level F 978 14060 52275/GLA700 £7.75* 

Level G 978 07087 13716/GLA700 £7.75* 

Level H 978 07087 13730/GLA700 £7.75* 

Optional Extras 

*+VAT 

Summary of Results by Merit 978 14060 52039/GLA700 53p per test* 

Summary of Results by Gender 978 14060 52046/GLA700 

53p per test* 

Summary of Subtest Results 978 14060 52053/GLA700 53p per test* 

Cognitive Strengths and 

Weaknesses Profile 978 14060 60355/GLA700 53p per test* 

Key Stage 2 Indicators 978 14060 52060/GLA700 53p per test* 

Key Stage 3 Indicators 978 14060 52077/GLA700 53p per test* 

GCSE Indicators 978 14060 52084/GLA700 53p per test* 

Standard Grade Indicators 978 14060 52114/GLA700 53p per test* 

AS/A Level Indicators 978 14060 52138/GLA700 53p per test* 

Excel Report 978 14060 52091/GLA700 £99.00* 

LA Excel Report 978 14060 52107/GLA700 £180.00* 

Overprinting Service 978 14060 52121/GLA700 90p per test* 

Contents: Teacher Guide Packs for CAT3 Paper comprise: Administration Manual, 

Technical Manual, Pupil Booklets (one for each level) and a sample Answer Sheet 

18

REASONING 

CAT Analysis & Interpretation Services 

quick guide 

Suitable for: 

Existing CAT3 and CAT4 users and 

non-users with an interest in 

adopting the test 

Supports: 

Pupil Premium and 

Pupil Deprivation Grant 




Excellence 

For users of the brand new Cognitive Abilities Test: Fourth Edition 

(CAT4) and the Cognitive Abilities Test: Third Edition (CAT3), 

GL Assessment has developed a series of CAT Analysis & Interpretation 

Services, a flexible support programme to help schools maximise the 

use of their CAT data in their teaching and learning. 

To enable customers to choose a level of support that best suits their 

own specific requirements, a range of services are available, outlined 

over the next page, including conferences and workshops. 

Why use our CAT Analysis & Interpretation 

Services? 

• Schools are in a better position to embed fully the strength of CAT 

indicators into teaching and learning. 

• Results can help identify and meet the learning needs of every pupil. 

• They provide an objective view of your school’s progress towards 

improvement goals and enable schools to more easily address whole 

school strategic planning. 

• All CAT Analysis & Interpretation Services carry the ISO quality 

management standard. In addition, our ISO 27001 accreditation 

means that your data is safe with us. 

“The quality and depth of the 

information provided by 

GL Assessment’s Analysis & 

Interpretation Services are 

second to none. Data analysis 

services such as these will play 

an increasingly essential role 

in helping schools to tackle 

issues such as poor behaviour 

and underachievement as the 

education landscape 

continues to change and 

evolve.” 

Andrew Goulding, Principal, 

Hinchingbrooke School 


REASONING 

CAT Conferences 

Popular with CAT users for over six years, our CAT Conferences are set 

to continue throughout 2013/14. Suitable for both new and existing 

users, these one-day conferences provide professional development 

through sharing good practice and offering guidance and practitioner 

advice on making the most of the valuable assessment data CAT 

provides. 

Designed to broaden the understanding of the range of abilities 

assessed by the test, our CAT Conferences also help to demonstrate 

how results can be used by teachers, schools and local authorities for 

key school decision making and target-setting. 

CAT Conferences are held both in the UK and overseas. For details of 

our latest events, please visit: www.gl-assessment.co.uk/events 

CAT Workshops 

Designed for up to 20 participants and especially suited to school 

clusters, federations and academy chains, we have developed two 

half-day CAT Workshops that can be tailored to customers’ individual 

needs. These are as follows: 

• CAT4 and CAT3 Introductory Workshop 

Suitable for all school personnel, including those that may or may not 

be familiar with CAT, the introductory workshop provides a complete 

overview of CAT, from the basics of CAT through to the analysis and 

interpretation of results. Delegates will develop an understanding of 

the benefits of CAT and the data it provides, alongside the 

importance of its use in schools. 

• CAT4 and CAT3 Intermediate Workshops 

Our CAT4 and CAT3 Intermediate Workshops are suitable for middle 

and senior leaders who are already familiar with CAT, and are 

interested in a more in-depth analysis of their data. The session 

provides a thorough examination of sample sets of CAT data and 

reports, provides explanations of statistical terminology and 

clarification on who should receive CAT data, when and for what 

purpose. 

The CAT Workshops are based on sample CAT data, whilst giving 

participants the opportunity to apply the learning to their own data, if it 

is available. The workshop is carried out at a school’s own premises and 

is based on a running time of 2.5 to 3.5 hours. 

£ 

Half-day CAT Workshop: from £500 + VAT 

Full-day CAT Workshop: from £895 + VAT 

Group session for up to 10 participants. Additional participants are 

charged at £50 per person. (Up to 20 participants with a maximum 

price of £750). Costs are dependent on size of group, data used and 

number of cohorts tested. 

CAT Consultancy Service 

Our CAT Consultancy Service is the ideal choice for schools looking for 

an even deeper and more strategic level of analysis than is possible 

through the CAT Workshops. It is available for users of CAT4 and CAT3. 

The service involves a partnership with a skilled facilitator who, together 

with the School Leadership Team (SLT), examines a school’s CAT data 

and reports, focusing on the strategic implications for school 

improvement and helping to identify and prioritise next steps. 

Schools will receive an email or phone call prior to a school visit to 

check preliminary thinking and agree priorities. Once a date has been 

agreed, a follow-up on-site meeting of up to three hours will take place. 

For CAT4, schools will receive the CAT4 Summary report for senior 

leaders and a Summary presentation for senior leaders as part of the 

service. n.b. If these have already been purchased, their cost will be 

offset against the price of the consultancy service. 

For CAT3, the consultancy service is available together with the CAT3 

Strategic Report or to schools that have previously received the report. 

N.B. If combined with the strategic report, up to £200 can be offset 

against the price of the consultancy service. 

£ 

From £695 +VAT 

CAT3 Strategic Report 

Only available for CAT3 users, the CAT3 Strategic Report is a time 

efficient and cost effective summary of your school’s existing CAT3 data 

for a specific level and/or year group. Written as a school-specific 

report, it summarises the main points and key questions highlighted by 

the data, providing you with a wealth of valuable information that can be 

used more strategically to inform decisions at individual and school 

level. 

£ 

£2.05 + VAT per pupil 

(Subject to a minimum price of £50 and a maximum of £295) 

SAVE £195! 

Exclusive Offers for purchasers of our CAT4 Gold Report Package 

CAT4 Full-day Workshop 




SAVE £100! 

CAT4 Half-day Workshop 




SAVE £195! 

See page 15 for further details on our CAT4 Gold Report Package 

CAT4 Consultancy 

Normal RRP £695 +VAT 


£500 +VAT 

For more 

information 

please call our 

PDS team on 

0845 602 1937 

(option 3) 

20

REASONING 

Further Education Reasoning Test 

Digital 

David F Lohman, Elizabeth P Hagen and Robert L Thorndike 

Reasoning 5–7 Test Series 

Pauline Smith and Crescentius Fernandes 

primary 

only 

quick guide 

Age Range: 

16+ years 

Suitable for: 

Teachers, Lecturers, 

Tutors and SENCOs 


Group or Individual 

Timed: 

80 minutes 

8 

The Further Education Reasoning Test Digital (FERT Digital) is a 

computer based standardised assessment that measures key cognitive 

abilities and can be used to identify student potential and learning styles. 

The test measures the three principal forms of reasoning – verbal, nonverbal 

and quantitative, allowing the pupil to be tested on the full range 

of abilities in a single session. 

quick guide 

Age Range: 

4 years–8 years 

Suitable for: 

SENCOs and Teachers 


Group 

Timed: 

30 -40 minutes 

4 

Supports: 


The Reasoning 5–7 Test Series 

provides an effective way of 

assessing both verbal and 

non-verbal reasoning in young 

primary school pupils. The 

standardised assessment tests 

pupils’ facility with language and 

content-free visual information to 

provide an indication of future 

potential. 

Reasoning 5–7 doesn’t require 

any reading by the pupils, with 

the verbal section comprising 

orally administered questions and 

pictorial response options. 

Non-Verbal Reasoning 6 and 7 

also involve no reading and provide insight into the abilities of those who 

struggle with reading, who seem to lack motivation, or who have English 

as an Additional Language (EAL). 

The results give an indication of how pupils assimilate new information, and 

highlight their skills in verbal thinking above and beyond their formal literacy 

abilities. They also highlight pupils’ abilities to acquire new concepts and 

information that may not be evident from their usual class work. 

It is designed to assess the potential of students who are entering 

or are in sixth form, further or higher education colleges. The results give 

an indication of how students assimilate new information and highlight 

their thinking skills above and beyond their formal literacy and 

mathematical abilities. 

Why use FERT Digital? 

Why use Reasoning 5–7? 

• Acts as a reliable baseline test for reasoning abilities. 

• Provides a measure of pupils’ potential to learn across the curriculum. 

• Feeds perfectly into other GL Assessment’s Verbal and Non-Verbal 

Reasoning tests for pupils aged 8–14. 

• Standardised scores allow you to compare your students’ results 

with the national average. 

• It provides a diagnostic profile of relative cognitive strengths and 

weaknesses. 

• It is ideal for assessing the abilities of students with English as an 

Additional Language (EAL) or dyslexia. 

• Group feedback on visual-verbal preferences is given. 

• Digital testing removes the burden of test administration, as all 

practice, instructions and timings are computer administered in a 

single test session. 

• Instant scoring and reporting gives you results at the touch of a 

button. 

Prices 

*+VAT 

Individual Administration 978 07087 17769/GLA700 £5.70* 

Set of 10 Administrations 978 14060 70644/GLA700 £60.00* 

Contents: Teacher Guide Packs contain: Teacher’s Guide and At-a-Glance Guide. 

Prices 

*+VAT 

Teacher Guide Pack 5 978 07087 16328/GLA700 £22.50 



Pupil Booklet 5 (Pack of 10) V&N-V 978 07087 16359/GLA700 £18.00* 

Pupil Booklet 6 (Pack of 10) N-V 978 07087 16373/GLA700 £18.00* 

Pupil Booklet 7 (Pack of 10) N-V 978 07087 16397/GLA700 £18.00* 

Pupil Booklet 6 (Pack of 10) V 978 07087 16366/GLA700 £18.00* 

Pupil Booklet 7 (Pack of 10) V 978 07087 16380/GLA700 £18.00* 

Many of our paper assessments are available to purchase on our website 


REASONING 

Verbal Reasoning 

Neil Hagues and Denise Courtenay 

quick guide 

Age Range: 

8–13 years 

Suitable for: 

Teachers and SENCOs 


Group 

Timed: 

40–50 minutes 

8 4 

Practice item from Verbal 

Reasoning 10 & 11 

Supports: 


NB: Combine Verbal Reasoning 

and Non-Verbal Reasoning to 

provide a baseline test for 

reasoning ability 

Please 

see page 75 

for our buying 

guide 

Available in both paper and digital formats Verbal Reasoning is suitable 

for pupils aged 8 to 13 years and can be administered individually or in 

a group setting. These standardised tests measure a pupil’s ability to 

engage with the language medium in order to identify their wider 

reasoning ability and potential. 

Verbal Reasoning highlights pupils’ skills in verbal thinking, above and 

beyond their formal literacy abilities and can be used alone or as part of 

a wider assessment programme. The results provide teachers and 

SENCOs with an indication of how a pupil assimilates new information 

that may not be evident from their usual class work. 

The series covers various types of questions, testing vocabulary, verbal 

analogies, logical reasoning, symbol manipulation using letters, numbers 

and words in sentences. 

Verbal Reasoning Digital offers the same quality, rigour and reliability as 

its paper-based equivalent, with the added benefit of automatic scoring, 

a more motivating test experience and instant diagnostic reports 

delivered at the touch of a button. 

The diagnostic reports illustrate 

information such as: 

• pupils’ results by Standard Age 

Score 

• comparison of group with 

national scores 

• comparison of pupil results by 

criteria including gender, 

ethnicity and free school meals 

• Key Stage 2 and 3 National 

Curriculum Level Indicators. 

Item from Verbal Reasoning 8 & 9 Digital 

22

REASONING 

Why use Verbal Reasoning? 

• The assessment highlights pupils’ skills in verbal thinking, above and 

beyond their formal literacy skills. 

• You will obtain a measure of your pupils’ potential to learn across the 

curriculum using the English language. 

• You will be able to compare your pupils’ results with the national 

average through the identification of Standard Age Scores. 

• Results can be used to aid individual target-setting and learning 

programmes. 

• End of Key Stage 2 and 3 indicators are available. 

Example report showing 

individual pupil’s scores 

. . . and Verbal Reasoning Digital? 

• Digital testing removes the burden of test administration, as all practice, 





enabling you to analyse results with ease and integrate them with other 

school data sets. 


mean score and stanine 

distribution 


Our Online Marking Tool (OMT) is available for Verbal Reasoning, 

offering a higher level of accuracy than scoring by hand and reducing 

marking time significantly. A range of basic reports are produced 

along with the option of requesting further reports and data files at 

an additional cost. Please call 0845 602 1937 for further information. 


Verbal Reasoning Scoring & Reporting Service 


Verbal Reasoning Scoring & Reporting Service. The service takes the work 

out of using Verbal Reasoning to deliver fast and accurate results in a 

range of reports tailored to your needs. See pages 8–9 for further 

information on this service. 

Verbal Reasoning and Non-Verbal 

Reasoning in our portfolio 

Verbal Reasoning and Non-Verbal Reasoning can be used as an 

alternative to the Cognitive Abilities Test (CAT) (pages 12–20), 

particularly for those wanting a slimmer and shorter battery to 

measure a pupil’s ability. The reasoning tests are ideal for use with 

primary children who may find the four CAT test batteries too long. 

Go online to view sample reports and a digital demo: 

www.gl-assessment.co.uk/vrdigital 


Prices 

*+VAT 

Verbal Reasoning Paper 

Teacher Guide Pack 8 & 9 978 07087 16793/GLA700 £22.50 



Pupil Booklets (Packs of 10) 

Pupil Booklet 8 & 9 978 07087 12047/GLA700 £18.00* 



Verbal Reasoning Digital 

Individual licences Minimum order of 10 administrations required 

Verbal Reasoning 8 & 9 Digital 978 07087 19442/GLA700 £3.75* 



Verbal Reasoning 8 & 9 Digital & 

Non-Verbal Reasoning 8 & 9 Digital 978 07087 19411/GLA700 £6.40* 




Non-Verbal Reasoning 12–14 Digital 978 07087 19435/GLA700 £6.50* 

Verbal Reasoning Scoring & Reporting Service 

Hand Scoring 978 14060 75625/GLA700 £2.50* 

Standard Service 978 14060 75632/GLA700 £1.35* 


Online Marking Tool 978 14060 75090/GLA700 £80.00* 



REASONING 

Non-Verbal Reasoning 

Pauline Smith and Neil Hagues 

quick guide 

Age Range: 

8–14 years 

Suitable for: 



Group 

Timed: 


8 4 

Supports: 


NB: Combine Non-Verbal 

Reasoning and Verbal Reasoning 

to provide a baseline test for 

reasoning ability 

Please 

see page 75 


guide 

Item from Non-Verbal Reasoning 8 & 9 Digital 

Available in both paper and digital formats 

Non-Verbal Reasoning is suitable for pupils 

aged 8 to 14 years and can be administered 

individually or in a group setting. These 

standardised tests measure a pupil’s ability to 

engage with context-free visual information in order to identify their 

wider reasoning ability and potential. 

Non-Verbal Reasoning 8–14 involves no reading, so can provide insight 

into the abilities of pupils who think more easily in images than words 

and those who have limited reading skills, for example dyslexics, poorly 

motivated pupils who haven’t learned to read, or those who speak 

English as an Additional Language (EAL). 

These standardised assessments offer a reliable indication of how easily 

a pupil may acquire new concepts in a wide range of subjects including 

Maths, Science and Design and Technology. A short practice test 

ensures that all pupils understand what is expected of them before they 

start the test. 

Non-Verbal Reasoning Digital offers the same quality, rigour and 

reliability as its paper-based equivalent, with the added benefit of 

automatic scoring, a more motivating test experience and instant 

diagnostic reports delivered at the touch of a button. The diagnostic 

reports illustrate information such as: 

• pupils’ results by Standard Age Score 

• comparison of group with national scores 

• comparison of pupil results by criteria including gender, 

ethnicity and free school meals 

• Key Stage 1 and 2 National Curriculum Level Indicators. 

Non-Verbal Reasoning Scoring & 

Reporting Service 

Scoring, managing and interpreting 

your data is made easy with our 

Non-Verbal Reasoning Scoring & 

Reporting Service. The service takes 

the work out of using Non-Verbal 

Reasoning to deliver fast and accurate 

results in a range of reports tailored 

to your needs. See pages 8–9 for 

further information. 


Our Online Marking Tool (OMT) is 

available for Non-Verbal Reasoning, 

offering a higher level of accuracy 

than scoring by hand and reducing 

marking time significantly. A range 

of basic reports are produced along 

with the option of requesting 

further reports and data files at an 

additional cost. Please call 0845 602 

1937 for further information. 

Practice item from 

Non-Verbal Reasoning 10 & 11 

24

REASONING 

Why use Non-Verbal Reasoning? 

• Non-Verbal Reasoning is ideal for helping you assess the abilities of 

dyslexic pupils or others who are stronger at thinking via the visual 

medium, particularly as it involves no reading. 

• Identifies the potential in all pupils as the assessment is word-free and 

non-culturally specific, and therefore not biased towards any social, 

cultural or linguistic group. 

• You will be able to compare your pupils’ results with the national 

average through the identification of Standard Age Scores. 

• It is suitable for pupils with English as an Additional Language (EAL). 

. . . and the digital versions? 

• Digital testing removes the burden of test administration, as all practice, 





enabling you to analyse results with ease and integrate them with other 


Example report showing mean score and stanine distribution 



Non-Verbal Reasoning and Verbal 

Reasoning in our portfolio 

Non-Verbal Reasoning and Verbal Reasoning can be used as an 

alternative to the Cognitive Abilities Test (CAT) (pages 12–20), 

particularly for those wanting a slimmer and shorter battery to 

measure a pupil’s ability. The reasoning tests are ideal for use with 

primary children who may find the CAT test batteries too long. 

Go online to view sample reports and a digital demo: 

www.gl-assessment.co.uk/nvrdigital 

Spatial Reasoning 

Spatial Reasoning is still available to 

purchase. The standardised 

assessment series for pupils aged 

6 to 14 years tests a pupil’s ability to 

visualise shapes and patterns and to 

think in three dimensions. 

The assessment helps identify pupils 

with a visual thinking bias who may 

find words a barrier to realising their 

potential. 

For further details visit: 

www.gl-assessment.co.uk/spatialreasoning 

Prices 

*+VAT 

Non-Verbal Reasoning Paper 



Teacher Guide Pack 12–14 978 07087 16717/GLA700 £22.50 




Pupil Booklet 12–14 978 07087 11576/GLA700 £22.50* 

Non-Verbal Reasoning Digital 

Individual licences Minimum order of 10 administrations required 










Spatial Reasoning 




Teacher Guide Pack 12–14 978 07087 16786/GLA700 £25.00 





Pupil Booklet 12–14 978 07087 11972/GLA700 £16.50* 

Non-Verbal Reasoning Scoring & Reporting Service 

Hand Scoring 978 14060 75656/GLA700 £2.50* 

Standard Service 978 14060 75663/GLA700 £1.35* 





LITERACY 

New Group Reading Test 

Bethan Burge, Ben Styles, Bernadetta Brzyska, Louise Cooper, Yarim Shamsan, Francesca Saltini 

and Liz Twist. National Foundation for Educational Research 

quick guide 

Age Range: 

6–16 years 

Suitable for: 

Teachers, Literacy Co-ordinators 

and SENCOs 


Group 

Timed: 


4 

Supports: 


Grant and Access Arrangements 


York Assessment of Reading for 

Comprehension: Passage 

Reading Primary and Secondary 

See pages 30–33 and British 

Picture Vocabulary Scale: Third 

Edition See page 37 

The New Group Reading Test (NGRT) is an ideal 

screening/monitoring test for groups of pupils and it 

enables the assessment of reading and comprehension in 

a single test. This can help identify, for instance, competent 

readers with weak comprehension skills who would benefit 

from a follow-up individual assessment and learning 

support. 

Easy to score and administer, NGRT measures how a pupil 

is performing compared to their peers at a national level. 

The addition of two new equivalent form tests for pupils 

aged 14 to 16 years means that NGRT is now suitable for use with 

GCE/GCSE pupils, enabling progress to be tracked across the primary 

and secondary stages. 




Excellence 

Why use NGRT? 

Please 

see page 75 


guide 

• NGRT is the reading assessment of choice for many as it allows the 

assessment of reading and comprehension in a single test, whilst 

providing a wealth of diagnostic information. 

• NGRT will provide you with a comprehensive overview of a pupil’s 

reading and comprehension ability whilst identifying areas where they 

may be experiencing difficulties, to better inform target-setting. 

• You will be provided with overall scores broken down into separate 

scale scores, showing how sentence completion scores compare to 

those for comprehension, allowing for the implementation of better 

intervention strategies. 

• The assessment is an ideal tool for monitoring progress over time and 

facilitates the evaluation of teaching methods. 

• It is an ideal as a group screening test to identify those pupils who need 

to be assessed individually by a specialist for Access Arrangements. 

• You will receive standard age, age equivalent scores and National 

Curriculum Levels for reading. 

NGRT 

Year group Standardised Scores 

Test England & Wales Scotland Northern Ireland Years:Months 

Test 1 Year 1 P2 P2 5:00 – 7:03 

Test 2A/2B Years 2–4 P3–5 P3–5 6:00 – 10:05 

Test 3A/3B Years 5–8 P6–7 P6–7 9:00 – 14:05 

S1–2 Years 8–9 

Test 4A/4B Years 9–11 S3–5 Years 10–12 13:00 – 17:05 

Please Note – it is an offence to photocopy our 

Answer Sheets (except where stated). 

All our material is protected by copyright. 

26

LITERACY 


New Group Reading Test Scoring & Reporting Service 


New Group Reading Test Scoring & Reporting Service. The service takes 

the work out of using NGRT to deliver fast and accurate results in a 

range of reports tailored to your needs. See pages 8–9 for further 

information on this service. 

Group Reading Test is still available as an online assessment. 

Visit www.gl-assessment.co.uk/grtdigital for further details 

NGRT in our portfolio 

York Assessment of Reading for Comprehension: Passage 

Reading Primary and Secondary (YARC Primary and YARC 

Secondary) (pages 30–33) are an ideal follow-up assessment to 

NGRT. Whilst NGRT screens and monitors the reading ability of 

pupils on a group level to identify those with potential difficulties, 

YARC Primary and YARC Secondary will enable you to carry out an 

in-depth, individual assessment of a pupil’s decoding and 

comprehension skills. A wealth of invaluable diagnostic information 

on a pupil’s reading skills can be used to inform timely and 

appropriate intervention strategies. 

Contents: Teacher Guide Pack contains: Teacher’s Guide, Sample Pupil Booklets 

and At-a-Glance Guide for each level 

Prices 

NGRT Paper 

*+VAT 

Teacher Guide Pack 978 07087 20073/GLA700 £35.00 

Test 1 Pack of 10 Booklets 978 07087 20004/GLA700 £13.80* 

Equivalent Form Tests 2A/2B 

Test 2A Pack of 10 Booklets 978 07087 20011/GLA700 £13.80* 

Test 2B Pack of 10 Booklets 978 07087 20028/GLA700 £13.80* 







First Edition forms are still available: 

Form A (Pack of 10) 978 07087 07593/GLA700 £15.00* 

Form B (Pack of 10) 978 07087 07609/GLA700 £15.00* 

Form C (Pack of 10) 978 07087 07616/GLA700 £15.00* 

Form D (Pack of 10) 978 07087 07623/GLA700 £15.00* 

Form X (Pack of 10) 978 07087 07630/GLA700 £15.00* 

Form Y (Pack of 10) 978 07087 07647/GLA700 £15.00* 

NGRT Scoring & Reporting Service 

Hand Scoring 978 14060 74994/GLA700 £2.50 per test* 

Standard Service 978 14060 75007/GLA700 £1.35 per test* 

Individual Pupil Profiles 978 14060 75038/GLA700 52p per test* 





LITERACY 

New Group Reading Test Digital 

National Foundation for Educational Research 

quick guide 

Age Range: 

7–16 years 

Suitable for: 

Teachers, Literacy Co-ordinators, 

SENCOs and Educational 

Psychologists 


Group 

Timed: 

Approx 30 minutes 

8 

Supports: 




York Assessment of Reading for 



See pages 30–33 

With the New Group Reading Test Digital (NGRT Digital), 

GL Assessment has taken the power of online testing to a new level by 

making the test adapt to the reading ability of the pupil. In other words, 

pupils will see a different version of the test depending on how they are 

scoring as they move through the items. 

NGRT Digital comprises three sections: phonics, sentence completion 

and passage comprehension. Pupils enter the test according to their 

age and begin with the sentence completion section. Depending on 

their score, they will progress to either phonics tasks or a passage 

comprehension at a suitable level of difficulty. The difficulty is then 

adjusted until the pupil’s scores begin to show that the test is becoming 

too challenging. 

Developed by GL Assessment and the National Foundation for 

Educational Research (NFER), NGRT Digital is an ideal screening/ 

monitoring test for groups of pupils. Its capacity to show ongoing 

progression and achievement makes it an essential tool that satisfies the 

literacy assessment requirements of all four UK inspection frameworks. 

With a testing time of approximately 40 minutes, NGRT Digital is quick and 

easy to administer. Standard scores, age equivalent scores and National 

Curriculum levels for reading are provided instantly in a group report. 

Example passage comprehension question 

Why use NGRT 

Digital? 

• Pupils are not exposed to test 

material at an inappropriate 

level, making the testing 

process a more positive and 

motivating experience. 

• Teachers and SENCOs are 

provided with accurate results 

that reveal the level of their 

pupils’ reading ability. Pupils 

with weak skills can be tested 

with material at a lower level 

than that determined by age, 

while those with high level skills 

are presented with material that 

better reflects their ability. 

• NGRT Digital is a time-efficient 

and accurate test of a pupil’s 

reading progress that can be 

administered at key points – for 

instance, on transfer from 

primary to secondary school – 

or used year-on-year to check 

progress. 

Please 

see page 75 


guide 

• The assessment is ideal to 

screen pupils for additional 

support and will help determine 

what level of intervention or 

further assessment may be 

required. 

• NGRT Digital offers the many 

benefits of online testing, 

including ease of 

administration, instant scoring 

and reporting, and a testing 

environment that is often 

considered to be less daunting. 

28

LITERACY 

New Group Reading Test Digital reports 

When you purchase the New Group Reading Test Digital you will 

automatically receive the Group report for teachers and the Individual 

report for teachers. There is also the option to purchase an additional 

report from October 2013 onwards; the Group Progress report for 

teachers. 

Close tracking of progress in reading has been made accessible and 

straightforward through the NGRT Digital Group report for teachers. This 

report records and compares two sets of scores with clear narrative and 

visual representations of progress. The report gives vital additional 

information to support teachers' judgements about how well pupils have 

progressed and whether there are issues, such as below average 

comprehension skills, that need to be addressed. 

Example Individual report for teachers – Analysis of responses for Passage Comprehension 

NGRT Digital Individual report for teachers 

Name: Patrick Johnson 

School: Test Primary School 

Group: Y2 

Date of test: 27/02/2012 

Form: A 

Age: 6:09 Sex: Male 

Analysis of responses (Passage Comprehension) 

Question 

Reading 

difficulty 

Ability 

scale 

Analysis of Passage Comprehension responses by question type 

Question type 

Retrieval 

Simple 

inference 

Context 

comprehension 

Inference and 

deduction 

Writer's 

purposes and 

viewpoints 

Writer's use 

of language 

Organisation 

of texts 

Social, cultural 

and historical 

traditions 

Number of questions in test 7/16 2/16 3/16 3/16 0/16 1/16 0/16 0/16 

Number of questions answered 

correctly 

7 2 2 0 0 

% of questions answered correctly 100% 100% 67% 0% 0% 

Example Group progress report for teachers 

C 

NEW 

NGRT Digital Group progress report for teachers 

School: Sample Sc hool 

Group: ST 

Date(s) of first test: 29/06/2012 – 14/09/2012 

Date(s) of second test: 04/06/2013 – 18/06/2013 

No. of students: 50 

NGRT Form(s): A 

NGRT Form(s): B 


Example Group report showing analysis by gender 

NGRT Digital in our portfolio 

York Assessment of Reading for Comprehension: Passage 

Reading Primary and Secondary (YARC Primary and YARC 

Secondary) (pages 30–33) are ideal follow-up assessments to 

NGRT Digital. Whilst NGRT Digital screens and monitors the reading 

ability of pupils on a group level to identify those with potential 

difficulties, YARC Primary and YARC Secondary will enable you to 

carry out an in-depth, individual assessment of a pupil’s decoding 

and comprehension skills. A wealth of invaluable diagnostic 

information on a pupil’s reading skills can be used to inform timely 

and appropriate intervention strategies. 

Group Scores (by Forename) 

Student name 

Ben Arrosco 

Charlotte Benn-Agogo 

Kate Beckett 

Connor Callaghan 

Richard Castle 

Elizabeth Childs 

James Curry 

Simone De Baltier 

Javier Esposito 

Andrea Exeter 

Joshua Furtado 

Ruth Galley 

Prices 

Age at test 

(yrs:mths) 

NGRT Digital 

SAS 

11:08 112 

12:08 114 

11:07 128 

12:05 140 

11:06 115 

12:05 125 

11:01 129 

12:00 127 

11:05 104 

12:05 100 

11:08 81 

12:07 92 

11:00 109 

11:11 112 

11:02 87 

12:01 93 

10:10 75 

11:09 80 

11:01 125 

12:00 118 

11:09 89 

12:09 113 

11:01 117 

12:00 118 

*+VAT 

Single administration Form A 978 07087 20868/GLA700 £5.15* 

Single administration Form B 978 07087 20875/GLA700 £5.15* 

NGRT Digital Reports 

SAS (90% confidence bands) 

difference 

Reading age 

Stanine 

SAS 

Overall 

Stanine 

Progress category Reading 

NC reading 

confidence bands 

NPR 

Reading age 

Ability Scale 

level 

Lower Upper 

SC PC 

78 368 

14:10 

7 13:2 4A 

14:0 6 7 

+2 Average 

82 388 

16:5 

7 14:7 5C 

15:6 6 7 

97 428 

17:0+ 

9 17:0+ 6C 

17:0+ 8 9 

+12 Above average 

99 476 

17:0+ 

9 17:0+ 7C 

17:0+ 9 9 

84 380 

15:9 

7 13:11 5C 

14:10 9 6 


95 424 

17:0+ 

8 17:0+ 6C 

17:0+ 9 8 

97 424 

17:0+ 

9 17:0+ 6C 

17:0+ 9 9 

-2 Average 

96 428 

17:0+ 

9 17:0+ 6C 

17:0+ 7 9 

60 340 

12:10 

6 11:4 4B 

12:1 5 6 

-4 Average 

50 340 

12:10 

5 11:4 4B 

12:1 5 5 

11 268 

8:11 

2 7:9 2A 

8:4 5 1 

+11 Average 

30 320 

11:8 

4 10:2 3A 

10:11 4 4 

72 352 

13:9 

6 12:1 4B 

12:11 6 7 

+3 Average 

78 372 

15:1 

7 13:5 4A 

14:3 5 8 

+6 Average 

+5 Average 

-7 Average 


+1 Average 

If no value appears in the PC column, the Passage Comprehension section was omitted and the Phonics section administered to the student in its place. 

Copyright © 2013 GL Assessment Limited 

20 284 

9:8 

3 8:4 3C 

9:0 6 2 

32 316 

11:5 

4 9:11 3A 

10:8 3 5 

5 224 

7:5 

2 6:3 2C 

6:10 2 2 

9 268 

8:11 

2 7:9 2A 

8:4 3 2 

95 408 

17:0+ 

8 16:0 5A 

17:0 8 8 

89 392 

16:9 

7 14:11 5B 

15:10 5 8 

24 300 

10:6 

4 9:2 3B 

9:10 3 4 

80 388 

16:5 

7 14:7 5C 

15:6 6 7 

87 376 

15:5 

7 13:9 5C 

14:7 5 8 

89 396 

17:0 

7 15:2 5B 

16:1 5 9 

Group Progress Report for Teachers: 

Primary 978 07087 22503/GLA700 £100.00* 

Group Progress Report for Teachers: 

Secondary 978 07087 22510/GLA700 £150.00* 


LITERACY 

York Assessment of Reading for Comprehension: 

Early Reading and Passage Reading Primary 

Charles Hulme, Susan E Stothard, Paula Clarke, Claudine Bowyer-Crane, Angela Harrington, Emma Truelove, 

Margaret J Snowling and Kate Nation, University of York, Centre for Reading and Language 

quick guide 

Age Range: 

4–11 years 

Suitable for: 

Literacy Co-ordinators, Learning 

Support Teachers, SENCOs and 

Educational Psychologists 


Individual 

Timed: 


4 

Supports: 




New Group Reading Test See 

pages 26–29 British Picture 

Vocabulary Scale: Third Edition 

See page 37 and Dyslexia 

Portfolio See page 52 




Excellence 

primary 

only 

The York Assessment of Reading for Comprehension: Early Reading 

and Passage Reading Primary (YARC Primary) enables teachers, 

SENCOs and learning support teachers to assess their pupils’ reading, 

from the foundations of phonics to continuous prose reading achieved 

at the end of primary. It is ideal for following up at an individual level 

after group testing and, although the two tests take only about 20 

minutes, a remarkable amount of invaluable diagnostic information can 

be gathered, covering a wide range of reading skills. 

The assessment is split into two tests; early reading and passage 

reading, which can be purchased individually or as part of the 

Complete Set. 

Early Reading 

The Early Reading suite comprises four short tests specifically designed 

for 4 to 7 year-olds or older children with reading 

difficulties. The tests include: 

• Letter Sound Knowledge 

• Early Word Recognition 

• Sound Deletion 

• Sound Isolation. 

These tests assess a child’s phonological skills, alphabetic knowledge 

and word reading in a time-efficient and flexible way. They are among 

the most sensitive type of assessments for beginner readers and may 

be administered as a set or in different combinations up to three times 

during a school year, or at key points during a period of learning or 

intervention. 

Passage Reading 

Comprising both fiction and non-fiction texts, the passage reading test 

has been developed to assess the accuracy, rate and comprehension of 

oral reading skills in children between 5 to 11 years 11 months. A 

version of GL Assessment’s Single Word Reading Test (SWRT) is also 

included and can be administered in just a couple of minutes to 

determine which passages to give to an individual pupil. 

The test assesses a pupil’s 

decoding and sight reading ability, 

their reading fluency and how well 

they understand what they have 

read. The questions that are linked 

to each passage demand the use 

of deduction and inference 

(cohesive device, knowledge-based 

and elaborative) to arrive at the 

answers, giving teachers essential 

information about their pupils’ skills 

beyond that of straightforward 

retrieval of information. 

30

LITERACY 

Why use YARC 

Primary? 

• YARC Primary: Complete Set 

offers a continuous and 

seamless assessment of 

reading from age 4 to 11, 

providing a remarkable amount 

of diagnostic information. 

York Assessment of Reading for Comprehension 

School: Chiswick High Year/Class: 3 

Name: Joanna Price Date ofbirth: 02/03/2004 

Assessed by: Sue Thompson Date ofassessment: 08/03/2011 

Passage codes: Level 1 A, Level 2 A Age atassessment: 7:00 

Summary of scores 

Ability score Standard score Percentile rank Age equivalent 

Accuracy 32 94 34 6:05 

Reading Rate 44 101 53 7:03 

Comprehension 46 101 53 7:03 

Analysis of reading errors 

Mispronunciationstitutions 

Sub- 

Refusals Additions Omissions Reversals 

Total error type 

13 0 5 1 1 8 

(summed across passages) 

%oftotalerrors 46.4% 0.0% 17.9% 3.6% 3.6% 28.6% 

Analysis of comprenhension questions 

Elaborative 

Evaluative Knowledge-based Literal Vocabulary 

Cohesive 

inference 

inference information dependent 

Number of questions 

3 1 1 3 7 1 

(summed across passages) 

Percentage correct 33.3% 100.0% 0.0% 66.7% 57.1% 100.0% 

Graph showing Standard Scores 

York Assessment of Reading for Comprehension 

School: Chiswick School 

Year/Class: Y1 

ofbirth: 05/12/2003 

Name: Andy Smith Date 

Assessed by: Sue Thompson Date ofassessment: 14/06/2010 

Age atassessment: 6:06 


Ability score Standard score Percentile rank Age equivalent 

Letter sound knowledge (extended) 100 117 87 6:10 

Early word recognition 100 115 84 7:01 

Sound isolation 85 104 61 6:09 

Sound deletion 62 97 42 6:04 

Phoneme awareness composite 

Sound Sound 

Composite 

Standard Percentile Age 

isolation raw deletion raw 

Ability score 

raw score 

score rank equivalent 

score 

score 

11 7 18 65 91 27 6:08 

Graph showing Standard Scores 

• It has been developed by the 

Centre for Reading and 

Language at the University of 

York, one of the UK’s leading 

centres for research into the 

nature and causes of reading 

and language difficulties. 

Observations during assessment 

Joanna enjoyed reading the passagesand took a great deal of time tothink about her answers 

Comments 

Joanna is making slow progress on the readingscheme 

• It is ideal as a follow-up assessment at individual level, for those pupils 

who are identified as requiring further intervention after group testing. 

• The tests in the Early Reading suite are especially useful for identifying 

underlying difficulties in phonological awareness and the acquisition of 

letter sounds that could hamper progress in reading. 

Sample report 

for Passage 

Reading 

Observations during assessment 

Andy found it difficult initially to focus but oncehestartedeach taskansweredpromptlyand showednolackof 

focus 

Comments 

Andy was referedfor assessmentasheisnot makeprogressasexpectedacross a range of subjects 

©GLAssessment2010 Andy Smith 14/06/2010 

Sample report for Early Reading 

• It provides standard age scores, age equivalent scores and percentile 

ranks for pupils aged 4 to 11 years 11 months, to help you benchmark 

your pupils’ reading and measure progress. 

YARC Score Conversion Tool 

YARC Primary comes with a free online Score Conversion Tool that allows 

teachers and practitioners to input pupil details and raw scores and 

instantly receive a single page report with standard scores and percentile 

ranks for each part of YARC Primary that has been administered. 

Visit www.yarcsupport.co.uk for more details. 

Contents: YARC Primary Complete Set contains: Early Reading test material, 

Early Reading manual, Early Reading Record Forms (10). Passage Reading test 

material, Passage Reading manual and Passage Reading Record Forms (10) 

Prices 

*+VAT 

YARC Complete Set Primary 978 07087 19046/GLA700 £220.00* 

YARC Early Reading 

Early Reading Set 978 07087 19053/GLA700 £115.00* 

Early Reading Record Forms 

(Pack of 10) 978 07087 19060/GLA700 £12.00* 

Passage Reading and Early Reading materials are included in the YARC Complete Set 

Primary 

YARC Assessment Overview GLA122 F.O.C. 

YARC Passage Reading Primary 

Passage Reading Primary Set 978 07087 19077/GLA700 £125.00* 

Passage Reading Primary Record Forms 

(Pack of 10) 978 07087 19084/GLA700 £22.50* 


There is a dedicated website – www.yarcsupport.co.uk – 

where you can find supplementary technical information, 

frequently asked questions, an online score conversion tool 

and further case studies 


YARC Primary in our portfolio 

YARC Primary is an ideal follow-up assessment to the New 

Group Reading Test (NGRT) (pages 26–29). Whilst NGRT 

screens and monitors the reading ability of pupils on a group level 

to identify those with potential difficulties, YARC Primary will 

enable you to carry out an in-depth, individual assessment of a 

pupil’s decoding and comprehension skills. A wealth of invaluable 

diagnostic information on a pupil’s reading skills can be used to 

inform timely and appropriate intervention strategies. 

Combining YARC Primary with the British Picture Vocabulary 

Scale: 3rd Edition (page 37), provides a quick and easy 

assessment of vocabulary, an element essential to success in 

reading. 

YARC Primary is also particularly useful when combined with our 

Dyslexia Portfolio (page 52), to identify pupils who are 

displaying the signs of dyslexia, so that measures can be put in 

place quickly to support their achievement in literacy. 


LITERACY 


Passage Reading Secondary 

Susan E Stothard, Margaret J Snowling, Paula Clarke, Claudine Bowyer-Crane, Angela Harrington, 

Patrick Barmby and Charles Hulme, University of York, Centre for Reading and Language 

quick guide 

Age Range: 

11–16 years 

Suitable for: 

Learning Support 

Teachers, SENCOs, Heads of 

English and Educational 

Psychologists 


Individual 

Timed: 


4 

secondary 

only 

Supports: 





pages 26–29 and Dyslexia 

Portfolio See page 52 

The York Assessment of Reading for 

Comprehension: Passage Reading Secondary 

(YARC Secondary) provides assessments of 

the essential components of reading for 

students aged 11 to 16. The test can be used 

to assess accuracy, fluency and 

comprehension and offers qualitative 

information about students’ inferencing skills. 

YARC Secondary comprises a series of prose 

passages – both fiction and non-fiction – and 

can be used to assess and monitor student 

progress, which in turn allows the identification 

of reading problems. It may also be used as 

part of a comprehensive diagnostic 

assessment for education planning, for 

benchmarking your students’ reading and has 

a role to play in assessing the eligibility for 

Access Arrangements for national 

examinations such as GCSEs. 

A version of GL Assessment’s Single Word Reading Test (SWRT) is also 

part of the assessment. This can be administered in a couple of minutes 

to determine which passage to give to an individual student, ensuring 

the assessment remains targeted and time-efficient. The test also 

includes two supplementary passages that are at an easier level for 

students who are still experiencing decoding difficulties. 

The test takes only 20-30 minutes to administer and from this a 

remarkable amount of valuable information can be gathered, including 

standard scores, age equivalent scores and percentile ranks for 

comprehension, rate and fluency. 




Excellence 

YARC Score Conversion Tool 

YARC Secondary comes with a free online Score Conversion Tool that 

allows teachers to input student details and raw scores and instantly 

receive a single page report with standard scores, age equivalent scores 

and percentile ranks for each part of YARC Secondary that has be 

administered. Visit www.yarcsupport.co.uk for more details. 

There is a dedicated 

website – 

www.yarcsupport.co.uk – 

where you can find 

supplementary technical 

information, frequently 

asked questions, an online 

score conversion tool and 

further case studies 

32

LITERACY 

Why use YARC Secondary? 

• YARC Secondary assesses the essential components of reading, 

providing valuable diagnostic insight into a student’s ability. 

• It has been developed by the Centre for Reading and Language at the 

University of York, one of the UK’s leading centres for research into the 

nature and causes of reading and language difficulties. 

Example passages 

• It is an appropriate assessment post- and pre-intervention offering an 

independent, objective assessment of effectiveness. 

• YARC Secondary is an ideal tool for assessing reading (decoding) and 

comprehension skills in students with English as an Additional 

Language (EAL). 

• Separate scores are provided for summarisation and comprehension 

enabling you to examine profiles of strengths and weaknesses. 

• It is ideal for Access Arrangements for GCSE and other national 

examinations. 

York Assessment of Reading for Comprehension - Secondary 

School: Chiswick School Year/Class: Y1 

Name: Medley Thompson Date of birth: 07/09/1996 

Assessed by: Sue Thompson Date of assessment: 16/06/2010 

Passage codes: Supp. 1, Supp. 2 Age at assessment: 13:09 


Ability score 

Confidence 

intervals 

Standard 

score 

Percentile 

rank 

Age 

equivalent 

Single Word Reading (SWRT) 30* 26 to 34

LITERACY 

Progress in English 

Catherine Kirkup, Anastassia Triga, Tessa Reardon and Marian Sainsbury, National Foundation for Educational Research 

quick guide 

Age Range: 

Paper: 5–14 years 

Digital: 7–11 years 

Suitable for: 

Teachers, Literacy Co-ordinators 

and SENCOs 


Group 

Timings: 

Untimed, approx 1 hour 

8 4 

Supports: 

Pupil Premium and Pupil 

Deprivation Grant 




Excellence 

Progress in English (PiE) tests a pupil’s reading and writing ability, and 

has become established as the standardised English assessment of 

choice in many schools. 

The structure and content of the group test allow for pupils to be tested 

annually, often used summatively at the end of the year. PiE comprises 

two forms. The Short Form contains two themed reading 

comprehension passages (fiction and non-fiction) and spelling and 

grammar exercises. The optional Long Form includes open response 

comprehension questions and writing tasks. The latter is provided with 

detailed marking keys that have been rigorously moderated to guide 

teachers in the marking of their pupils’ extended written work. 

A new pupil booklet has recently been published, containing both the 

Short Form and the Long Form exercises, to make administration of all 

parts of PiE more straightforward for those wanting to test at greater 

length. 

Progress in English Digital mirrors the well established paper test with 

the added benefit of automatic scoring, supported by instant diagnostic 

reporting. These reports illustrate: pupils’ results by Standard Age 

Score, estimated reading and writing National Curriculum Levels, 

comparison of group and national scores (by gender and whole group), 

analysis of results by process category (against national scores) and 

question-by-question analysis. 

Target year group Autumn term Spring/Summer 

term 

England & Wales Scotland Northern Ireland 

YR P1 Y1 - Test 5 

Y1 P2 Y2 Test 5 Test 6 






Y7 S1 Y8 Test 11 Test 12 



Why use PiE? 

• PiE is available for pupils from 

age 5 right through to 14 years, 

providing a continual 

assessment across the primary 

and lower secondary phases. 

• You will obtain an overview of a 

pupil’s attainment, progress and 

ability in reading and writing to 

inform appropriate target 

setting. 

• PiE is an ideal assessment for 

monitoring progress over time 

and identifying the effectiveness 

of intervention strategies. 

• You will be provided with 

National Curriculum Levels for 

reading and writing for both the 

Short Form and Long Form of 

PiE. 

. . . and PiE Digital? 

• Digital testing allows the 

automatic delivery of results as 

soon as tests are complete, 

saving hours of marking time 

and waiting for scores. 

• Instant diagnostic reports allow 

you to act immediately on 

results, and data can be 

integrated with other school 

information. 

• The engaging illustrations 

featured within PiE Digital bring 

the test to life. 

Please 

see page 75 


guide 

34

LITERACY 

Progress in English Scoring & Reporting Service 


Progress in English Scoring & Reporting Service. The service takes the 

work out of using PiE to deliver fast and accurate results in a range of 

reports tailored to your needs. See pages 8–9 for further information 

on this service. 

Contents: Teacher Guide Packs contain: Teacher’s Guide, At-a-Glance Guide. 

Example group report showing Standard Age Scores 

Section A: Progress in English 11 - Student Listing 


Group: Sample Group 

No. Students 28 

Name of Student 

Age at test 

(yrs:mnths) 


PiE in our portfolio 

Student Results sorted by Standard Age Score 

Standard Age Score (90% Confidence Bands) 

Lexile Stanine National Group Raw English Percentage Correct - Curriculum 

Score* Percentile Rank** Score Level*** Content Categories**** 

Rank 

R:W SP G RN RNN 

Sanjay Rooprai 9:06 10:06 124 1155 8 94 1 37 5a : 5c 100 70 100 100 

Robert Robinson 9:06 10:06 124 1140 8 94 1 37 5a : 5c 100 100 100 63 

Maureen Kennedy 9:06 10:06 120 1155 8 91 3 35 5b : 4a 100 60 100 88 

Sandeep Sharma 9:06 10:06 120 1155 8 91 3 35 5b : 4a 100 60 100 88 

Susan Bush 9:06 10:06 118 1140 7 89 5 34 5b : 4a 100 70 100 63 

Tim Vincent 9:07 10:07 112 1020 7 78 6 30 5c : 4b 100 50 100 38 

Jackie Murdie 9:07 10:07 112 1020 7 78 6 30 5c : 4b 100 50 100 38 

Richard Mathews 9:07 10:07 112 1020 7 78 6 30 5c : 4b 100 50 100 38 

Nancy Roberts 9:07 10:07 109 1020 6 72 9 28 4a : 4b 100 30 100 38 

Kareena Khan 9:07 10:07 109 975 6 72 9 28 4a : 4b 100 40 100 25 

Mandeep Singh 9:07 10:07 108 975 6 70 11 27 4a : 4b 100 30 100 25 

Mary Aransiola 9:07 10:07 108 975 6 70 11 27 4a : 4b 100 30 100 25 

Tim Chung 9:07 10:07 108 890 6 70 11 27 4a : 4b 100 50 100 0 

Tom Albright 9:07 10:07 106 890 6 66 14 26 4a : 4c 100 40 100 0 

Nick Watt 9:07 10:07 103 890 5 58 15 23 4b : 4c 100 10 100 0 

Peter Watt 9:07 10:07 102 815 5 55 16 22 4b : 4c 100 20 83 0 

Florence Nash 9:07 10:07 101 815 5 53 17 21 4b : 4c 100 10 83 0 

Rosaline Nash 9:07 10:07 99 850 5 48 18 20 4c : 3a 90 0 92 0 

Dominic Browne 9:07 10:07 99 775 5 48 18 20 4c : 3a 100 10 75 0 

Adrian Fowler 9:07 10:07 99 815 5 48 18 20 4c : 3a 100 0 83 0 

Rita Tucker 9:07 10:07 91 555 4 28 21 12 3 : 3b 80 0 33 0 

Neil Dawes 9:07 10:07 91 605 4 28 21 12 3 : 3b 70 0 42 0 

Daniel Browne 9:07 10:07 91 695 4 28 21 12 3 : 3b 50 0 58 0 

David Smith 9:07 10:07 90 655 4 26 24 11 3 : 3c 50 0 50 0 

Nita Moss 9:07 10:07 90 655 4 26 24 11 3 : 3c 50 0 50 0 

Rob Reagan 9:07 10:07 80 265 2 9 26 4 3 : 2 30 0 8 0 

Sarah Ling 9:07 10:07 77 405 2 6 27 3 3 : 2 10 0 17 0 

Nathan Gill 9:07 10:07 69 265 1 2 28 1 3 : 2 0 0 8 0 

*Lexile measure BR = Beginning Reader **Group Rank based on Standard Age Score ***Estimate of current National Curriculum (R)eading and (W)riting levels (England, Wales and Nothern Ireland). 

****Curriculum Content Categories: SP = Spelling G = Grammar RN = Reading - Narrative RNN = Reading - Non Narrative 

Section C: Progress in English 11 - Question by Question Graph 




Example group report showing question-by-question analysis against National scores 

Progress in English (PiE) identifies a pupil’s attainment in reading and 

writing. Combined with data from the Cognitive Abilities Test (CAT) 

(pages 12–20), which provides a comprehensive overview of a pupil’s 

ability, PiE will help you compare ability with attainment to identify 

anomalies and provide additional insights into a pupil’s learning. 

Go online to view sample reports and a digital demo – 

www.gl-assessment.co.uk/piedigital 

Prices 

PiE Paper 

Teacher Guide Packs 

*+VAT 

Progress in English 5 978 07087 17585/GLA700 £25.00 











Progress in English 5 978 07087 08958/GLA700 £15.00* 










Long Form Pupil Booklets (Packs of 10) 






Please note that ages 5, 6, 12, 13 & 14 are from the first edition of Progress in English. 

Getting the Best from PiE Handbook 

& CD-ROM 978 07087 19374/GLA700 £40.00 

PiE Digital 


Level 7 978 07087 16144/GLA700 £5.30* 

Level 8 978 07087 16168/GLA700 £5.30* 

Level 9 978 07087 16182/GLA700 £5.30* 

Level 10 978 07087 16205/GLA700 £5.30* 

Level 11 978 07087 16229/GLA700 £5.30* 

Please contact your Area Consultant for details of special assessment packages. 

See pages 4–5 for details. 

PiE Scoring & Reporting Service 



Individual Pupil Reports 978 14060 46625/GLA700 52p per test* 





LITERACY 

Diagnostic Test of Word Reading Processes 

Forum for Research into Language and Literacy, Institute of Education, University of London 

quick guide 

Age Range: 

5–12 years 

Suitable for: 

Teachers, Specialist Teachers and 

SENCOs 


Individual 

Timings: 

Untimed, 30 minutes approx 

4 

Supports: 



With the introduction in 2012 of a mandatory phonics screening test for all 

Y1 children in England, the government is rightly emphasising the 

importance of phonic knowledge as the foundation of word reading skills. 

The Diagnostic Test of Word Reading Processes (DTWRP) goes beyond 

this by giving teachers the opportunity to assess pupils’ ability to read 

words using both phonological and lexical-semantic processes, thus 

providing diagnostic information to guide intervention. As the test is fully 

standardised, teachers will be able to assess their pupils in the context of 

national performance of children between the ages of 5 and 12 years. 

The DTWRP is short and individually administered and contains items that 

assess the two sets of word reading processes shown by research to 

underlie skilled reading: phonological recoding (through non-words and 

regular words); and lexical-semantic (exception words and regular words). 

The test contains 30 of each type of word (90 in total), matched on 

variables known to influence word reading performance, such as length 

and frequency. 

Why use the DTWRP? 

• Readers need to develop two sets of processes: Phonological recoding 

and Lexical-semantic processing, DTWRP provides a pure measure of 

these separately so teachers can identify the source of a child’s reading 

difficulty. 

• It is the only test in the UK that assesses regular and irregular words 

and non-words. 

• Provides normative data to identify different patterns of reading difficulty 

in around 30 minutes. 

• The DTWRP is fully standardised and can be used as part of a school’s 

assessment regime with children from 5 to 12 years. 


DTWRP in our portfolio 

Our Phonological Assessment Battery (PhAB) (page 39) 

is an ideal follow-on assessment for some children tested with 

the DTWRP. The DTWRP is designed to benchmark and test 

pupils’ foundation skills in word reading and can be used to 

track progress as part of a school’s assessment regime. If 

persistent problems are detected then the specialist 

teacher/SENCO could administer PhAB. 

Contents: The Complete Set contains: Manual, Stimulus Card and 50 Record 

Forms 

Prices 

*+VAT 

Complete Set 978 07087 20721/GLA700 £105.00* 

Record Forms (Pack of 50) 978 07087 20738/GLA700 £40.00* 

36

LITERACY 

British Picture Vocabulary Scale: Third Edition 

Lloyd M Dunn, Douglas M Dunn with Julie Sewell and Ben Styles, National Foundation for Educational Research 

quick guide 

Age Range: 

3–16 years 

Suitable for: 

Teachers, SENCOs and Speech 

and Language Therapists 


Individual 

Timings: 

Untimed, approx 10 minutes 

4 

Supports: 




Single Word Spelling Test See 

page 43, New Group Reading 

Test See pages 26–29 and York 

Assessment of Reading for 




GL Assessment’s leading vocabulary assessment for standard English, 

the British Picture Vocabulary Scale: Third Edition (BPVS3) can play an 

important role in assessing a child’s receptive (hearing) vocabulary, from 

as young as 3 years right up to 16 years of age. Its simple, appealing 

format and ease of administration belies the significance of the 

assessment and how it can help identify any delay in vocabulary 

development, even before children are in full time education. 

BPVS3 is a one-to-one test that assesses a child’s receptive vocabulary; 

for each question, the teacher says a word and the pupil responds by 

selecting a picture from four options that best illustrates the word’s 

meaning. The assessment is untimed but is designed to take 

approximately 10 minutes to administer. 

As no reading is required, BPVS3 can be used to assess language 

development in non-readers and especially pupils with expressive 

language impairments. The assessment may be administered to pupils 

with autism and other related communication difficulties or those with 

English as an Additional Language (EAL), as no spoken response is 

required. 

We are currently 

developing a new digital 

edition of BPVS3, look out 

for it in 2014! 

Why use BPVS3? 

• BPVS3 will help you identify any 

delays in a child’s vocabulary 

development, even before they 

are in full time education, 

informing intervention strategies 

to help extend their vocabulary. 

• The assessment is suitable for 

non-readers and children with 

specific learning difficulties, 

such as autism or cerebral 

palsy, as no reading is required 

and responses can be given by 

pointing or gesture. 

• BPVS3 is robust and timeefficient 

and can be used as an 

ideal benchmarking and 

progress-checking assessment 

from pre-school to secondary 

school. 

• The fully revised edition features 

full colour illustrations and 

improved presentation with a 

larger format, and transportable 

carry case. 

• All illustrations featured within 

the test have black outlines and 

use vivid colours to help with 

administration to children who 

may be colour blind. 


BPVS3 in our portfolio 

To ensure consistency of reading assessment across the primary and 

secondary phases, the British Picture Vocabulary Scale: Third Edition 

(BPVS3) can be used alongside the New Group Reading Test 

(pages 26–29) and the York Assessment of Reading for 

Comprehension: Passage Reading Primary and Secondary 

(pages 30–33) to provide a comprehensive profile of a pupil’s reading 

ability and the difficulties they may be experiencing. Since establishing 

and developing a wide vocabulary from a very young age has been 

recognised as essential to a pupil’s academic success and their 

overall reading ability, it is essential that vocabulary knowledge is 

assessed. 

Practice questions from BPVS3 

Contents: BPVS3 Complete Set contains: Test material, Manual and 20 Record 

Forms and Carry Case 

Prices 

*+VAT 



Second Edition Forms are still available: 

BPVS2 Record Forms (Pack of 10) 978 07087 12184/GLA700 £14.00* 



LITERACY 

Suffolk Reading Scale 

Fred Hagley 

quick guide 

Age Range: 



Suitable for: 



Group 

Timed: 


8 4 

Supports: 




See pages 26–29 and Reading 

Now See page 41 

Why use SRS? 

SRS levels and corresponding year groups 

Level Age Group England & Wales Scotland Northern Ireland 

1 6:00-7:11 Year 2 P3 P3 

1 7:00-8:11 Year 3 P4 P4 

2 8:00-9:11 Year 4 P5 P5 

2 9:00-10:11 Year 5 P6 P6 

2 or 3 10:00-11:11 Year 6 P7 P7 

3 11:00-12:11 Year 7 S1 Y8 

3 12:00-13:11 Year 8 S2 Y9 

3 13:00-14:11 Year 9 S3 Y10 

Suffolk Reading Scale (SRS) is a standardised reading test that monitors 

the reading development of pupils aged 6 to 17 years. 

The test has been designed to be relevant and engaging for pupils and 

can be administered easily in the classroom, individually or in a group 

setting. Available in both paper and digital formats, SRS has three 

comparable levels covering the age range 6 to 14 years 11 months, and 

SRS Digital has a further level to age 16 years. 

Users of SRS Digital not only benefit 

from the advantages of online 

testing, level 4 for 14 to 16 year olds 

also includes reports that highlight 

pupils with a standard age score 

below 85 and who make a gain of 

nine months in reading age when 

given 25% extra time. 




Excellence 

• SRS informs target-setting by providing a comprehensive overview of 

a pupil’s reading ability whilst identifying where the pupil may be 

experiencing difficulties. 

• The assessment monitors progress over time and thereby facilitates 

evaluation of effectiveness of teaching methods. 

• Covering a wide ability range, SRS can be used to monitor ability and 

reading standards on school transfer. 

…and SRS Digital? 

• All practice, instructions and timings are computer-administered, 

resulting in easier test administration. 

• Instant scoring and diagnostic reports save hours of marking time 

and enable easy analysis. 

• Computer-based assessment often feels more relevant and less 

daunting for pupils. 

Suffolk Reading Scale Scoring & Reporting Service 


Suffolk Reading Scale Scoring & Reporting Service. The service takes the 

work out of using SRS to deliver fast and accurate results in a range of 



Contents: Teacher Guide Pack contains: Teacher’s Guide and At-a-Glance Guide. 

Prices 

SRS Paper 

*+VAT 


Level 1 (Age 6–8) Pupil Booklets 









Answer Sheets Level 3 

Forms A (Pack of 10) 978 07087 08040/GLA700 £11.70* 

Forms B (Pack of 10) 978 07087 08064/GLA700 £11.70* 

SRS Digital (Minimum order of 10 administrations required) 

Individual Administration 

Level 1 Form A & Form B 978 07087 19657/GLA700 £4.15* 



Level 4 (14) Form A & Form B 978 07087 19688/GLA700 £4.70* 

Level 4 (15–16) Form A & Form B 978 07087 19695/GLA700 £4.70* 

SRS Scoring & Reporting Service 

Level 1 & 2 





Level 3 



Please contact your Area Consultant for details of special assessment 

packages. See pages 4–5 for details. 

38

LITERACY 

Phonological Assessment Battery 

Norah Frederickson, Uta Frith and Rea Reason 

quick guide 

Age Range: 

6–14 years 

Suitable for: 

SENCOs, Specialist Literacy 

Teachers and Educational 

Psychologists 


Individual 

Timed: 


4 

Supports: 

Pupil Premium and Access 

Arrangements 

Developed by a group of expert researchers and psychologists, led by 

University College London, the Phonological Assessment Battery 

(PhAB) is designed to assess phonological processing in individual 

children. It is a practical measure that identifies children who have 

significant phonological difficulties and need special help in processing 

sounds in spoken language. 

The development of phonological processing skills is recognised across 

all UK curricula as key to reading progress. In England, this emphasis is 

demonstrated most noticeably by the mandatory phonics screening 

test, introduced in 2012 for all Year 1 children. In fact, PhAB is an ideal 

follow-up assessment for children whose scores are below average in 

the mandatory test, providing essential diagnostic information to inform 

intervention. 

Why use PhAB? 

Coming in 2014: 

Phonological Assessment 

Battery: Second Edition 

with distinct versions 

for primary and 

secondary 

schools 

PhAB comprises six standardised tests, all designed to sample different 

aspects of phonological processing: 

The Alliteration Test – assesses a child’s ability to isolate the initial 

sounds in single syllable words. 

The Naming Speed Tests – assesses a child’s speed of phonological 

production. These tests include the Picture Naming Test and the Digit 

Naming Test. 

The Rhyme Test – assesses a child’s ability to identify the rhyme in 

single syllable words. 

The Spoonerisms Test – assesses whether a child can segment single 

syllable words and then synthesize the segments to provide new words 

or word combinations. 

The Fluency Tests – assesses a child’s retrieval of phonological 

information from long-term memory. 

The Non-Word Reading Test – assesses a child’s ability to decode 

letter strings. 

• PhAB is a diagnostic assessment that can be used to establish a 

pupil’s all-round metalinguistic ability. 

• It provides evidence and support for those pupils requiring extra time 

allowance in exams. 

• The assessment is an ideal follow-up assessment for children with low 

scores in the mandatory phonics test for Year 1 children in England. 

• It is suitable for use with pupils who have English as an Additional 

Language (EAL). 

• The valuable diagnostic information provided informs programme and 

intervention planning to help with a child’s specific phonological 

difficulties. 


PhAB in our portfolio 

PhAB is an ideal follow-on assessment for some children tested 

with the Diagnostic Test for Word Reading Processes 

(page 36), designed to benchmark children’s skills and track 

their progress as part of a school’s assessment regime. 

If persistent problems are detected with a child’s phonological 

decoding, then the specialist teacher/SENCO could administer 

PhAB. 

Contents: Complete Set contains: Manual and 10 Records Forms 

Prices 

*+VAT 





LITERACY 

Teaching Talking 

Ann Locke and Maggie Beech 

primary 

only 

Gaelic Phonological Screening Test 

Fiona Lyon 

quick guide 

Age Range: 

1–8 years 

Suitable for: 

Early Years Specialists, 



Individual 

Timings: 

Untimed 

4 

Ideal for use 

with: 

WellComm Toolkit 


Why use Teaching Talking? 

Teaching Talking is a classroombased 

assessment for screening 

children with a delay in their 

spoken language. It focuses on 

children in Early Years settings 

and primary schools whose 

linguistic development appears to 

be delayed, or who are 

experiencing difficulties with 

listening or speaking. 

Designed to screen, profile and 

record the major aspects of 

child’s development, Teaching 

Talking is an ideal programme to 

support children of all abilities in 

the development of spoken 

language. 

• Teaching Talking provides a process of screening, profiling and 

recording the major aspects of a child’s development. 

• An ideal assessment to support those children who are experiencing 

difficulties with spoken language. 

• The assessment offers guidance along with a range of activities and 

interventions to help you in supporting children at a level best–suited 

to their individual needs. 

quick guide 

Age Range: 

5–8 years 

Suitable for: 

Teachers 


Individual 

4 

Supports: 


primary 

only 

The Gaelic Phonological Screening Test is designed by teachers to 

assess the phonological skills of young Gaelic speakers and learners. 

Since the Gaelic Language Act (Scotland) 2005, awareness of the 

importance of Gaelic has increased dramatically throughout the whole of 

Scotland. In education, this has been supported by the Curriculum for 

Excellence which provides “a context within which Gaelic can flourish and 

be used as a tool to promote excellence in education within the Gaelic 

speaking areas and beyond” (Group Report, Curriculum for Excellence 

Gaelic Excellence Group, February 2011). 

As a result GL Assessment has published the Gaelic Phonological 

Screening Test, authored by Dr Fiona Lyon, a well-respected dyslexia 

specialist and GME teacher and Head of Additional Support needs at Our 

Lady of the Missions Primary in East Renfrewshire. The test is easy to use 

and interpret and may be administered by class teachers to Gaelicmedium 

pupils, both learners and native speakers, in Primary 2 and 3. 

Providing normative data (expressed as quartiles), this unique assessment 

contains eight subtests: Rhyme recognition; Rhyme production; Blending 

phonemes; Blending syllables; Phoneme deletion (initial phoneme); 

Phoneme deletion (final phoneme); Polysyllabic repetition; Letter or sound 

recognition. 

Why use the Gaelic Phonological Screening Test? 

• To assess young children's Gaelic phonics skills with a dedicated test 

with normative data (expressed as quartiles). 

• To provide schools with a test in Gaelic for use in English-medium 

schools where similar GL Assessment products are part of the 

assessment regime. 

Contents: Teacher Guide Pack contains: Activities Handbook, At-a-Glance Guide, 

Sample of Profile Forms: Early Years Profile 1, Early Years Profile 2, Early Years 

Profile 3, Primary Profile 1 and Primary Profile 2 

• It has been developed by an experienced 

practitioner and dyslexia specialist. 




Excellence 

Prices 

*+VAT 


Profile Forms (Packs of 5) 

Early Years Profile 1 (0–1 years) 978 07087 14850/GLA700 £7.50* 



Primary Profile 1 (4–5/6 years) 978 07087 14881/GLA700 £10.00* 

Primary Profile 2 (5/6–7 years) 978 07087 14898/GLA700 £10.00* 

Contents: Gaelic and English Teachers Manual which includes photocopiable 

Record Form and Gaelic Test Book 

Price 

*+VAT 

Gaelic Phonological Screening Test 978 07087 20790/GLA700 £100.00* 


40

LITERACY 

Wordchains 

Louise Miller Guron 

Reading Now 

Joanne Morris and Anastassia Triga, 


primary 

only 

quick guide 

Age Range: 

7 years–adult 

Suitable for: 

Teachers, Researchers, 

Educational 

Psychologists and 

SENCOs 


Group 

Timed: 

6 minutes 

4 


Dyslexia Screener Digital see 

page 51 and Dyslexia 

Portfolio see page 52 

Wordchains is a group reading 

test, designed to act as a 

possible indicator for pupils with 

specific learning difficulties such 

as dyslexia. It can give an 

indication of whole-class 

performance as well as a 

measure of individual pupils’ 

progress over time. 

quick guide 

Age Range: 

5–7 years 

Suitable for: 



Group 

Timings: 

Untimed – approx 30 

minutes 

4 


Suffolk Reading Scale See 

page 38 

Quick and easy to administer, 

Reading Now is an assessment of 

the reading capability of very 

young learners. It has been 

designed to be administered to 

small groups of children and, 

although untimed, should take no 

longer than 30 minutes for the complete test. The standardised assessment 

tests knowledge at word level, sentence level and passage level. 

The test consists of two parts – Letterchains and Wordchains. 

Letterchains is an initial screener for visual-motor dysfunction, whilst 

Wordchains provides clear evidence of word reading skills at all ages. 

The test will provide you with a word recognition age for each pupil. 

Why use Wordchains? 

• Wordchains is an ideal test for young pupils, from the age of 7 to 

monitor the rate of development of their word reading skills. 

• The assessment is useful for testing pupils whose reading progress 

may be behind that of the year group. 

• For older pupils or adults returning to education, Wordchains can 

provide a good basis for identifying individual difficulties in word 

recognition. 

Online Marking Tool 

Our brand new Online Marking Tool (OMT) is available for Reading Now, 

offering a higher level of accuracy than scoring by hand and reducing 

marking time significantly. Please call 0845 602 1937 for further details. 

Why use Reading Now? 

• Reading Now addresses a wide range of phonic and word recognition 

skills in pupils with varying attainment levels, particularly as questions 

vary in difficulty. 

• Fully standardised – Reading Now produces Standard Age Scores and 

reading ages, whilst linking in with the UK National Curricula. 

• Provides comprehensive information that will assist with planning, 

monitoring progress and evaluating reading standards. 


Reading Now in our portfolio 

Reading Now results are comparable with those of the Suffolk 

Reading Scale (SRS) (page 38) – an assessment of reading at 

sentence level. Using the tests in conjunction with one and other 

provides continuity of assessment from age 5 to 16. An online 

spreadsheet is available to enable you to monitor progress through 

Reading Now and SRS. Please call 0845 602 1937 for further details. 

Contents: Teacher Guide Pack contains: Teacher’s Guide and At-a-Glance Guide 

Prices 

*+VAT 

Teacher Guide 978 07087 17547/GLA700 £35.00 

Pupil Booklets (Pack of 10) 978 07087 09313/GLA700 £25.00* 

Prices 

*+VAT 


Test Booklets (Pack of 10) 978 07087 11514/GLA700 £12.50* 



LITERACY 

Neale Analysis of Reading Ability 

Marie D Neale AM OBE. Second Revised British Edition: 

Standardisation by Chris Whetton, Louise Caspell and Kay McCulloch 

Single Word Reading Test 6-16 

Helen Foster, National Foundation for Educational Research 

quick guide 

Age Range: 

6–12 years 

Suitable for: 

Teachers, SENCOs, 

Educational 

Psychologists and 

Private Tutors 


Individual 

Timed: 


4 

quick guide 

Age Range: 

6–16 years 

Suitable for: 



Individual 

Timings: 

Untimed 

4 

Supports: 





The Single Word Reading Test 

6-16 (SWRT) provides a measure 

of a pupil’s word reading skill and 

will contribute to an assessment 

of reading achievement, as well 

as informing teaching and 

learning strategies. 

Individually administered SWRT 

contains six graded sets of ten 

words of increased difficulty. 

Parallel forms allow repeat testing 

and vast amounts of diagnostic 

information can be obtained in 

the form of sight vocabulary 

analysis and error analysis. It is 

ideal as a quick screening test for 

checking progress at regular 

intervals and as part of the 

qualifying criteria for Access 

Arrangements. 

The Neale Analysis of Reading Ability (NARA) measures the accuracy, 

comprehension and rate of reading in pupils from the age of 6 to 12 

years. It provides a comprehensive gauge of a pupil’s interest in reading. 

The individually administered assessment consists of parallel forms for 

testing and extension passages for use with more able or older pupils. 

Two alternate standardised tests enable the monitoring of a pupil’s 

performance without them becoming too familiar with the passages, in 

addition to one diagnostic test. 

Why use NARA? 

• Results obtained from using NARA will enable you to select reading 

materials suited to the ability of individual pupils. 

• Along with important diagnostic information NARA provides Standard 

Age Scores and reading ages. 

• It will enable you to monitor the adoption of specific reading skills and 

help with the planning of intervention strategies. 

Contents: Complete Set contains: Manual, Reader, Record Forms Level 1 & 2 

(10 copies of each), Diagnostic Tutor Forms (10 copies) and audio CD 

Prices 

*+VAT 


Manual 978 07087 07814/GLA700 £70.00 

Reader 978 07087 07753/GLA700 £65.00 

Record Form 1 (Pack of 10) 978 07087 07760/GLA700 £25.00* 

Record Form 2 (Pack of 10) 978 07087 07777/GLA700 £25.00* 

Diagnostic Tutor Form (Pack of 10) 978 07087 07784/GLA700 £25.00* 

Example pages of words from SWRT 

Why use SWRT? 

• SWRT is an ideal assessment for 

year-on-year monitoring of a pupil’s word reading skills. 

• Fully standardised – the test provides Standard Age Scores and 

reading ages and is suitable for Access Arrangements. 

• It will help inform teaching and learning strategies to meet the needs 

of individual pupil’s and their differing abilities. 

Contents: Complete Set contains: Teacher’s Guide, which includes photocopy 

master of the record form and Word Cards 

Price 

*+VAT 



42

LITERACY 

Single Word Spelling Test 

Lesley Sacre and Jackie Masterson 

quick guide 

Age Range: 

6–14 years 

Suitable for: 



Group 

Timings: 

Untimed 

8 4 

Available in both paper and digital formats, Single Word Spelling Test 

(SWST) comprises a series of nine standardised tests designed to 

assess spelling attainment. Relevant for all the UK’s curricula, each test 

covers everyday vocabulary and contains between 30 and 50 words 

(depending on level), including high frequency, literacy hour and spelling 

bank words. 

Fully photocopiable, SWST presents each word in a sentence context 

making the test more relevant for pupils. Along with a handy reference 

guide for you to use with each pupil SWST includes structured spelling 

test lists, supplementary assessments and a structured analysis of 

spelling errors. 

Single Word Spelling Test Digital (SWST Digital) is available under either 

a Primary School Annual Licence or a 

Secondary School Annual licence with the 

benefits of the paper test but the advantages of 

instant scoring and reporting. 

Group and individual results are available and 

are illustrated in the diagnostic group report 

that features pupils’ results by Standard Age 

Score, spelling ages, percentile ranks, questionby-question 

analysis against national scores and 

analysis by word level against national scores. 

Why use SWST? 

• You will obtain a measure of 

your pupils’ spelling attainment 

with the flexibility of choosing a 

test appropriate to their 

individual ability. 

• You will be able to compare your 

pupils’ results with the national 

average through the 

identification of Standard Age 

Scores. 

• The test provides useful 

teaching strategies for improving 

spelling and suggestions for 

follow-up activities. 

• Spelling ages, percentile ranks 

and progress scores are 

provided to show a 

comprehensive profile of a 

pupils spelling ability. 

. . . and SWST Digital? 

• Digital testing removes the 

burden of test administration, 

as all practice, instructions and 

timings are computeradministered. 

• Instant scoring gives you results 

at the touch of a button, saving 

you hours of marking time. 

• Instant diagnostic reports are 

delivered straight to your 

desktop, enabling you to 

analyse results with ease and 

integrate them with other 


• Group and individual results are 

available, including pupil 

responses to each question, 

which are excellent for the 

analysis of errors. 

Practice Question from Single Word Spelling Test Digital 7 


Our brand new Online Marking 

Tool (OMT) is available for SWST, 

offering a higher level of accuracy 

than scoring by hand and 

reducing marking time significantly. 

Call 0845 602 1937 for further 

information. 

Contents: Complete Set contains: 

Manual containing all levels of the 

test, photocopiable Answer Sheets 

and Group Record Sheet 

Prices 

*+VAT 

SWST Paper 

Complete Set 

978 07087 09061/GLA700 £95.00* 

SWST Digital 

Primary Annual Licence 

978 07087 17714/GLA700 £315.00* 

Secondary Annual Licence 

978 07087 17721/GLA700 £420.00* 


978 14060 75106/GLA700 £80.00* 


LITERACY 

British Spelling Test Series: Second Edition 

Denis Vincent with Mike de la Mare 

quick guide 

Age Range: 

6–13 years 

Suitable for: 

Teachers, Literacy 

Co-ordinators and SENCOs 


Group 

Timings: 

Untimed, 30 minutes approx 

4 

The second edition of GL Assessment’s highly regarded and widely 

used spelling test series, the British Spelling Test Series: Second Edition 

(BSTS2) assesses spelling at word, sentence and continuous writing 

level, and contains a wide mix of questions and tasks that tests pupils’ 

ability to spell in different contexts – an element that is unique to this 

series. The group test contains a mix of tasks, some of which require 

pupils to draw on their own vocabulary and it is straightforward to 

administer and score. 

The series contains four tests, each with two equivalent forms that 

cover a range of year groups (see table below for details). Each test has 

a Teacher Guide explaining how to administer, mark and score the test, 

as well as how to use conversion tables to obtain standardised scores 

and spelling ages. Guidance is also given on assessing the severity of 

the spelling problems of pupils who performed poorly on the test. 

Each test has been carefully tailored to the age of the pupils and 

comprises an extended range of tasks that assess spelling based on 

classroom and teaching activities. 

Why use BSTS2? 

• BSTS2 provides teachers with an engaging and rigorous way of 

monitoring their pupils’ progress and highlighting those for whom 

spelling is especially difficult. 

• Fully standardised – BSTS2 produces Standard Age Scores, age 

equivalent scores and percentile ranks. 

• It is ideal for year-on-year screening and monitoring and for testing at 

key transition points, including the transition from primary to secondary 

school. 

• Full colour illustrations for BSTS2 AB and CD make the tests very 

attractive and engaging to younger learners. 

• The test has been developed by experts in literacy who are seasoned 

test developers, so you can be assured the new material assesses 

spelling in an engaging and relevant way. 

Our brand new Online Marking Tool (OMT) is available for BSTS2, offering 

a higher level of accuracy than scoring by hand and reduces marking time 

significantly. Please call 0845 602 1937 for further information. 

BSTS2 – levels and corresponding year groups 

Standardised England Northern Scotland 

Score Range and Wales Ireland 

BSTS2 AB 5:00-8:04 Y1*/Y2 Y2*/Y3 P2*/P3 

BSTS2 CD 6:00-9:09 Y3/Y4 Y4/Y5 P4/P5 

BSTS2 EF 7:06-11:09 Y5/Y6** Y6/Y7** P6/P7** 

BSTS2 GH 10:00-14:00 Y6, 7 & 8 Y7, 8 & 9 P7, S1 & S2 

*Recommended for use in the second half of the school year 

**Recommended for use in the first term of the school year 

Contents: Evaluation Packs contain: Teacher’s Guide, At-a-Glance Guide and a 

Sample Pupil Booklet 

Prices 

*+VAT 

Evaluation Packs 

Evaluation Pack A/B 978 07087 19190/GLA700 £25.00 

Evaluation Pack C/D 978 07087 19206/GLA700 £25.00 

Evaluation Pack E/F 978 07087 19213/GLA700 £25.00 

Evaluation Pack G/H 978 07087 19220/GLA700 £25.00 


Pupil Booklet A 978 07087 19237/GLA700 £17.00* 

Pupil Booklet B 978 07087 19244/GLA700 £17.00* 

Pupil Booklet C 978 07087 19251/GLA700 £17.00* 

Pupil Booklet D 978 07087 19268/GLA700 £17.00* 

Pupil Booklet E 978 07087 19275/GLA700 £17.00* 

Pupil Booklet F 978 07087 19282/GLA700 £17.00* 

Pupil Booklet G 978 07087 19299/GLA700 £17.00* 

Pupil Booklet H 978 07087 19305/GLA700 £17.00* 



44

SCIENCE 

Measuring Success in Science 

Unit Tests for Years 1 to 6 

John Stringer 

quick guide 

Age Range: 

5–11 years 

Suitable for: 

Teachers and Private Tutors 


Group 

Timed: 

30 minutes per test 

8 4 

primary 

only 

“The increasing difficulty of 

the questions is useful as it 

immediately informs you of 

the children in need of 

support and of those working 

at a higher level. An 

impressive set of materials – 

great for enquiring minds.” 

Primary Science Co-ordinator, 

Warwickshire 

Measuring Success in Science is a series of photocopiable science 

tests that can be used regularly throughout the school year. The test 

topics are thematic and designed to measure a pupil’s understanding 

and ability across the subject of science. 

Each test includes questions aimed at the experimental and 

investigative work in Scientific Enquiry, and all questions vary in style 

and increase in difficulty across each test. Designed for use at the end 

of units of work, Measuring Success in Science enables teachers and 

private tutors to monitor progress at the end of Key Stages 1 and 2. 

Free end-of-year tests are also included as part of Measuring Success 

in Science. These comprise paper tests for Years 1 and 2, and digital 

tests for Years 3 to 6 (with two tests for each year, at different levels). 

The easy to administer digital tests offer instant scoring, data analysis 

and reporting. The reports produced profile both pupil and group 

performance. 

Why use Measuring 

Success in Science? 

• Measuring Success in Science 

tests a pupil’s understanding of 

topics and enables teachers to 

gauge ongoing progress 

throughout the year. 

• Results will help teachers and 

private tutors target their 

teaching to the needs of both 

individuals and groups. 

• Teachers can enter pupils’ 

scores into a free online Level 

Converter to calculate their 

National Curriculum levels. 

• The test highlights common 

misconceptions and suggests 

ideas for ongoing development. 

• Due to their photocopiable 

format, the tests are very costeffective. 

Contents: Each book contains photocopiable tests with teacher’s notes, answers, 

class record sheet, access to an online Level Converter, plus digital end-of-year tests 

for Years 3 to 6 

Sample question from digital 

end-of-year test (Year 3) 

Sample unit test questions 

(Year 3) 

Prices 

Book 

Years 1 & 2 978 07087 17899/GLA700 £70.00 

Year 3 978 07087 17905/GLA700 £55.00 

Year 4 978 07087 17912/GLA700 £55.00 

Year 5 978 07087 18414/GLA700 £55.00 

Year 6 978 07087 17929/GLA700 £55.00 

Complete Set of Science Books 978 07087 18056/GLA700 £210.00 

Books (Science and Maths) 

Years 1 & 2 978 07087 18063/GLA700 £110.00 

Year 3 978 07087 18070/GLA700 £85.00 

Year 4 978 07087 18087/GLA700 £85.00 

Year 5 978 07087 18094/GLA700 £85.00 

Year 6 978 07087 18100/GLA700 £85.00 



NUMERACY 

quick guide 

Sandwell Early Numeracy Test – Revised 

Chris Arnold, Phil Bowen, Moira Tallents and Bob Walden 

Sandwell Inclusion Support Service 

Age Range: 

4–8 years 

Suitable for: 



Individual 

Timed: 

Approx 10–30 minutes 

4 

Supports: 

Pupil Premium 

primary 

only 

The Sandwell Early Numeracy Test – Revised (SENT–R) enables 

practitioners to assess children’s ability with numbers, through exploring 

five strands of basic number skills: identification, oral counting, value, 

object counting and language. 

SENT–R provides a baseline of a pupil’s number skills and can be 

particularly useful in helping identify targets for pupils with Special 

Educational Needs. The test is appropriate for pupils between 4 to 8 

years and can also be used with older pupils whose performance is well 

below average for their age group. It covers attainments from National 

Curriculum Level P6 to 2A. 

Designed to be administered on a one-to-one basis, SENT–R comprises 

a total of 68 questions across nine different National Curriculum levels. 

There are two versions of the test – Form A and Form B – with one 

version to be done at re-test stage. The test can be used at any time 

during the school year to assess individuals or groups of pupils. 

Why use SENT–R? 

• SENT–R provides essential diagnostic information and measures impact 

pre- and post-intervention, making it an ideal assessment for Pupil 

Premium Grant pupils struggling with numeracy. 

• SENT–R has been designed to identify a pupil’s specific number skills, 

to help inform targeted teaching strategies. 

• It can be used to monitor the impact of teaching interventions on rate of 

progress. 

• The test will enable you to group children with similar levels of 

attainment to facilitate teaching. 

• The images in the test book and other stimulus materials are engaging 

and relate the tasks to recognisable everyday activities. 

“(The SENT–R) has become 

intrinsic within my school for 

monitoring and evaluating the 

learning of children with SEN year 

on year and for identifying their 

areas of development…The test 

is simple to administer without 

being threatening for the pupil.” 

Inclusion Manager & Assistant Head, 

Wednesbury 

Online Marking 

Tool 

SENT–R is accompanied by 

an Online Marking Tool (OMT). 

Practitioners enter the score 

obtained by the pupil for each 

of the five strands of the test 

and the tool then generates 

the following five reports: 

• Pupil Listing – (including 

Raw Score, Standard Age 

Score (SAS), stanine, 

national percentile rank, 

group rank and estimated 

National Curriculum Maths 

overall level) 

• Group Demographic 

Comparison 

• Comparison of group and 

national stanine distributions 

• Analysis by Strands 

• Analysis by Age Equivalent 

Band. 

Contents: The following items are included within the Complete Set: 1 x Form A 

Easel, 1 x Form B Easel, 1 x Handbook, 10 x Pupil Response Booklets Form A, 10 x 

Pupil Response Booklets Form B, 20 x Scoring Booklets Form A & B, 16 x Sets of 

Resource Cards, 2 x Sets of ten cubes and 2 x Sets of plastic coins 

Prices 

*+VAT 

Complete Set including 1 year licence 

for the Online Marking Tool 978 07087 20691/GLA700 £150.00* 

1 year licence for the Online 

Marking Tool 978 07087 20684/GLA700 £35.00* 

SENT–R & SENT KS2–KS3 1 year 

licence including Online Marking Tool 978 07087 22480/GLA700 £250.00* 

SENT–R & SENT KS2–KS3 1 year 

licence for the Online Marking Tool 978 07087 22497/GLA700 £50.00* 

Pupil Response Booklets (Packs of 10) 

Pupil Response Booklet Form A 978 07087 20707/GLA700 £20.00* 

Pupil Response Booklet Form B 978 07087 20714/GLA700 £20.00* 


46

NUMERACY 

quick guide 

NEW! Sandwell Early Numeracy Test KS2–KS3 

Chris Arnold, Phil Bowen, Moira Tallents and Bob Walden 

Sandwell Inclusion Support Service 

Age Range: 

8–14 years 

Suitable for: 



Individual 

Timed: 

Approx 10–30 minutes 

4 

Supports: 

Pupil Premium 

To enable the assessment of older pupils experiencing difficulties with 

numbers, GL Assessment has published the Sandwell Early Numeracy 

Test KS2–KS3 (SENT KS2–KS3), suitable for pupils aged 8 to 14 years. 

Its development was triggered in response to increasing use of the 

Sandwell Early Numeracy Test – Revised (SENT–R) with upper Key 

Stage 2 pupils and by secondary schools. To match the needs of this 

older age range, materials have been revised to make them more 

appropriate for older pupils and the test extended to cover attainment 

from National Curriculum Level P6 up to Level 3A. The five number 

strands assessed remain the same: Identification of numbers, Oral 

counting, Value/computation, Object counting and Language. 

Designed to be administered on an individual basis, SENT KS2–KS3 is 

appropriate for both mainstream and SEN pupils whose performance in 

numeracy is well below average for their age group. Suitable for use at 

any time during the school year, SENT KS2–KS3 is ideal for screening, 

monitoring and tracking progress, as well as for individual diagnostic 

profiling and measuring the effectiveness of intervention programmes. 

SENT KS2–KS3 is particularly useful to provide a reliable baseline on 

entry to Year 7 (S1), especially in light of research that has revealed 

significant numbers of children have achieved Level 4 in Key Stage 2 

SATs, but appear not to have mastered many elements of numeracy 

incorporated in National Curriculum Level 3 or below. 


SENT KS2–KS3 is also accompanied by an Online Marking Tool 

(OMT) that generates the following reports: 

• Pupil Listing – this report includes overall raw score, raw score 

for each of the five strands assessed, group rank and a 

‘numeracy age equivalent’ that allows comparison of the 

performance of an individual with the average performance of 

younger children 

• Analysis by Age Equivalent Band. 

Available 

Autumn 

2013 

Why use SENT 

KS2–KS3? 

• SENT KS2–KS3 helps teachers 

and SENCOs to identify the 

specific number skills of older 

pupils in upper Key Stage 2 and 

Key Stage 3, providing 

continuity of assessment from 

primary into secondary and, 

combined with SENT–R, 

throughout primary school. 

• It can be used to inform 

targeted teaching strategies and 

to monitor the impact of 

teaching interventions, including 

effective use of the Pupil 

Premium. 

• The data from SENT KS2–KS3 

helps you establish an accurate 

baseline on transition, 

enhancing Key Stage 2 SATs 

results in England or providing 

an alternative where SATs 

results are not available. 

• It can be used to identify targets 

for an individual education plan 

(IEP) for pupils with Special 

Educational Needs. 

• The tests will enable you to 

group pupils with similar levels of 

attainment to facilitate teaching. 

Engaging visuals relate the tasks to 

recognisable everyday activities. For each 

question, the child is shown the picture and 

the teacher/tester is guided by a 

corresponding question page with clear 

instructions. 

Contents: The following items are included within the Complete Set: 1 x Handbook, 

1 x Test Book, 10 x Pupil Response Booklets, 10 x Scoring Booklets, Additional 

stimulus items 

Prices 

*+VAT 

SENT KS2–KS3 Complete Set + 

1 Year OMT Licence 978 07087 21599/GLA700 £150.00* 

SENT KS2–KS3 1 year OMT Licence 978 07087 21582/GLA700 £35.00* 

SENT KS2–KS3 & SENT–R 1 year 

licence including Online Marking Tool 978 07087 22480/GLA700 £250.00* 

SENT KS2–KS3 & SENT–R 1 year 

licence for the Online Marking Tool 978 07087 22497/GLA700 £50.00* 

SENT KS2–KS3 Student Response 

Booklet and Scoring Booklet 

(Pack of 10) 978 07087 21612/GLA700 £20.00* 



NUMERACY 

Progress in Maths 

Tandi Clausen-May, Hannah Vappula, Graham Ruddock, National Foundation for Educational Research 

quick guide 

Age Range: 



Suitable for: 

Teachers, Maths Co-ordinators 

and SENCOs 


Group 

Timed: 


Progress in Maths (PiM) tests a pupil’s mathematical skills and 

concepts, and has become established as the standardised maths 

assessment of choice in many schools. The group test highlights pupils’ 

strengths and weaknesses, helping teachers and SENCOs to address 

areas of concern and build upon what pupils already know in order to 

increase their understanding. 

The structure and content of the test allow for pupils to be tested 

annually, often used summatively at the end of the year. Each test has 

been developed to be age appropriate in both presentation and 

content. Those for the youngest pupils are administered in small groups 

(and may be given individually) and require very young learners to 

demonstrate their understanding of number and shape. 




Excellence 

Item from Progress in Maths 9 Digital 

8 4 

Supports: 



The Welsh version of Progress 

in Maths. Please call 0845 602 

1937 to order 

Tests for 6 to 11 year-olds cover number, shape and data handling with 

algebra being introduced into the series in PiM 10. In the tests for 6 to 

8 year-olds, all questions are given orally and throughout the series the 

amount of reading has been kept to a minimum. 

Progress In Maths Digital mirrors the well established paper test with the 

added benefit of automatic scoring, supported by instant diagnostic 

reporting. These reports illustrate: pupils’ results by Standard Age 

Score, comparison of group and national scores (by gender and whole 

group), analysis of results by process category (against national scores) 

and questions listed by school–national difference. 

Why use PiM? 

• PiM is available for pupils from age 4 right through to 14 years, providing 

a continuing assessment across the primary and secondary phases. 

• You will obtain an overview of a pupil’s mathematical strengths and 

weaknesses to inform appropriate target setting. 

• PiM is an ideal assessment for year-on-year monitoring of progress over 

time and identifying the effectiveness of intervention strategies. 

• For younger pupil’s, PiM 6–8 is administered orally so that reading is not 

a factor that may hamper a pupil’s scores. 

• PiM 11 is ideal for use in Y7 to benchmark pupils on entry to secondary 

school. 

Target year group Autumn term Spring/Summer 

term 

England & Wales Scotland Northern Ireland 

Pre YR Pre P1 Pre Y1 - Test 4 

YR P1 Y1 Test 4 Test 5 










. . . and PiM Digital? 

• Digital testing allows the 

automatic delivery of results as 

soon as tests are complete, 

saving hours of marking time 

and waiting for scores. 

• Instant diagnostic reports allow 

you to act immediately on 

results, and data can be 

integrated with other school 

information. 

• Pupils are able to manipulate 

onscreen elements of selected 

questions and give their 

answers in a range of ways that 

are engaging and stimulating. 

• Computer-based assessment 

often feels more relevant and 

less daunting for pupils, and 

audio support is included for the 

youngest pupils (6, 7 and 8). 

Please 

see page 75 


guide 

48

NUMERACY 

Progress in Maths Scoring & Reporting Service 


Progress in Maths Scoring & Reporting Service. The service takes the work 

out of using PiM to deliver fast and accurate results in a range of 



Contents: Teacher Guide Pack contains: Teacher’s Guide and At-a-Glance Guide. 


Section A: Progress in Maths 11 - Student Listing 




Student Results sorted by Standard Age Score 

Name of Student Age at test 

Standard Age Score (90% Confidence Bands) 

Stanine Percentile Group Raw Maths Percentage Correct - Curriculum Content 

(yrs:mnths) 

Rank Rank* Score Level** 

Categories*** 

N S D A 

Daniel Browne 10:06 9:06 138 9 99 1 50 5a+ 100 100 100 100 

Sandeep Sharma 10:06 9:06 138 9 99 1 49 5a+ 100 100 92 100 

Mandeep Singh 10:06 9:06 138 9 99 1 49 5a+ 100 100 92 100 

Robert Robinson 10:06 9:06 126 8 96 4 46 5a+ 95 87 92 100 

Nita Moss 10:07 9:07 126 8 96 4 46 5a+ 95 87 92 100 

Maureen Kennedy 10:06 9:06 126 8 96 4 46 5a+ 95 87 92 100 

Susan Bush 10:06 9:06 126 8 96 4 46 5a+ 95 87 92 100 

Sanjay Rooprai 10:06 9:06 123 8 94 8 45 5b 91 87 92 100 

Kareena Khan 10:06 9:06 113 7 80 9 40 5c 77 87 92 33 

Tom Albright 10:06 9:06 108 6 70 10 35 4a 68 73 83 33 

Mary Aransiola 10:06 9:06 103 5 58 11 29 4b 59 60 58 33 

Adrian Fowler 10:07 9:07 94 4 34 12 23 3a 50 53 33 33 

Peter Watt 10:07 9:07 94 4 34 12 23 3a 50 53 33 33 

Florence Nash 10:07 9:07 93 4 32 14 22 3a 50 47 33 33 

Richard Mathews 10:06 9:06 93 4 32 14 22 3a 50 47 33 33 

Dominic Browne 10:07 9:07 93 4 32 14 22 3a 50 47 33 33 

Jackie Murdie 10:07 9:07 93 4 32 14 22 3a 50 47 33 33 

Nick Watt 10:07 9:07 93 4 32 14 22 3a 50 47 33 33 

Rosaline Nash 10:07 9:07 93 4 32 14 22 3a 50 47 33 33 

Nancy Roberts 10:06 9:06 91 4 28 20 20 3a 45 40 33 33 

Tim Vincent 10:06 9:06 86 3 18 21 16 3b 45 33 8 33 

Rita Tucker 10:06 9:06 83 3 13 22 15 3b 45 27 8 33 

Neil Dawes 10:07 9:07 80 2 9 23 11 3c 27 27 8 33 

Nathan Gill 10:07 9:07 77 2 6 24 9 3c 27 13 8 33 

David Smith 10:07 9:07 76 2 6 25 8 2- 23 13 8 33 

Tim Chung 10:06 9:06 71 1 3 26 5 2- 9 7 8 33 

Rob Reagan 10:07 9:07 71 1 3 26 5 2- 9 7 8 33 

Sarah Ling 10:06 9:06 69 1 2 28 2 2- 9 0 0 0 

*Group Rank based on Standard Age Score **Maths level is an estimate of the current National Curriculum Maths level (England, Wales and Nothern Ireland). 

***Curriculum Content Categories: N = Number S = Shape, Space and Measures D = Data Handling A = Algebra 

Sample group report showing Standard Age Scores 

Section B: Progress in Maths 11 - Group and National Comparison 




Stanine 

Male 

Female 

All Students 

National 

126 

9 

13% 

8% 

11% 

4% 

Prices 

PiM Paper 


*+VAT 

Progress in Maths 4 978 07087 16588/GLA700 £25.00 












Progress in Maths 4 978 14060 47257/GLA700 £15.00* 











Getting the Best from PiM Handbook 

& CD-ROM 978 07087 19367/GLA700 £40.00 

PiM Digital 


Level 6 978 07087 15857/GLA700 £5.30* 

Level 7 978 07087 15789/GLA700 £5.30* 

Level 8 978 07087 15796/GLA700 £5.30* 

Level 9 978 07087 15819/GLA700 £5.30* 

Level 10 978 07087 15826/GLA700 £5.30* 

Level 11 978 07087 15833/GLA700 £5.30* 

Level 12 978 07087 16465/GLA700 £5.30* 

Level 13 978 07087 16489/GLA700 £5.30* 

Level 14 978 07087 16502/GLA700 £5.30* 



PiM Scoring & Reporting Service 



Individual Pupil Reports 978 14060 46632/GLA700 52p per test* 





NUMERACY 

Mental Mathematics 6–11 


primary 

only 

Measuring Success in Maths 

Mental and Written Tests for Years 1 to 6 

primary 

only 

Alan Edmiston and Jenny Lawson 

quick guide 

Age Range: 

6–11+ years 

Suitable for: 



Group 

Timed: 


4 

Sample questions from Mental 

Mathematics 6 and 10 

Mental Mathematics is a series of standardised tests that can be 

administered individually or in a group setting to pupils between 6 to 

11+ years. Based on a broad coverage of mathematics, the series will 

help you to assess an individual or group’s mental agility in maths 

year-on-year and build up your pupils’ confidence and skills in mental 

maths. 

quick guide 

Age Range: 

5–11 years 

Suitable for: 

Teachers and Private 

Tutors 


Group 

Timed: 

Mental tests: 5-10 

minutes, Written tests: 

20 minutes, Tasks (KS1 

only): 20 minutes 

4 

Measuring Success in Maths is a 

series of photocopiable maths 

tests that can be used regularly 

throughout the school year. 

Informed by past national test 

questions, it offers a flexible mix 

of both mental and written tests 

that can be used across Key 

Stages 1 and 2. 

Initial tests for pupils in Year 1 are 

task based. As pupils progress 

through the year, mental and 

written tests are introduced that 

reflect their increasing capability 

and these continue into Year 2. 

For Years 3 to 6 there are three 

mental and written tests for each 

block of the Framework. This comprehensive approach enables 

teachers to monitor progress at different points in the school year and at 

the end of Key Stages 1 and 2. 

Delivered orally by CD-ROM, the questions address the key areas of the 

maths curriculum (number and algebra, shape, space and measure, 

handling data) and cover aspects of the curriculum that can be 

assessed through a mental test. 

Why use Mental Mathematics? 

• It builds a pupil’s confidence and skills in mental maths across the 

primary phase. 

• The series provides Standard Age Score for comparing pupils’ 

performance accurately with others in the same age group. 

• Encourages pupils to solve maths problems in their head without the 

use of written instructions. 

• The series can be used to provide an assessment of overall attainment 

in mental maths. 

Contents: Teacher Guide Pack contains: Teacher’s Guide and At-a-Glance Guide 

Prices 

*+VAT 


Mental Mathematics 6 978 07087 17271/GLA700 £26.00 







Mental Mathematics 6 978 07087 09917/GLA700 £14.50* 






Why use Measuring Success in Maths? 

• The easy-to-use tests will help you assess 

the growing understanding of your pupils 

quickly and effectively, as they complete 

mathematical topics. 

• Results will help teachers and private tutors 

target their teaching to the needs of both 

individuals and groups. 

• Teachers can enter pupils’ scores into a free 

online Level Converter to calculate their 

National Curriculum levels. 

• Due to their photocopiable format, the tests 

are very cost-effective. 

Sample Written test questions (Year 4) 

Contents: Each book contains photocopiable tests with teacher’s notes, answers, 

class record sheet, plus access to an online Level Converter 

Prices 

Book 

Years 1&2 978 07087 17844/GLA700 £65.00 

Year 3 978 07087 17851/GLA700 £55.00 

Year 4 978 07087 17868/GLA700 £55.00 

Year 5 978 07087 17875/GLA700 £55.00 

Year 6 978 07087 17882/GLA700 £55.00 

Complete Set of Maths Books 978 07087 18117/GLA700 £210.00 

Books (Maths and Science) 

Years 1&2 978 07087 18063/GLA700 £110.00 

Year 3 978 07087 18070/GLA700 £85.00 

Year 4 978 07087 18087/GLA700 £85.00 

Year 5 978 07087 18094/GLA700 £85.00 

Year 6 978 07087 18100/GLA700 £85.00 

50

SPECIAL EDUCATIONAL NEEDS 

Dyslexia Screener Digital 

Martin Turner and Pauline Smith 

quick guide 

Age Range: 

5–16+ years 

Suitable for: 

SENCOs, Teachers and 



Group 

Timings: 

Untimed 

8 

Supports: 




Dyslexia Portfolio See page 52 

The Dyslexia Screener Digital is 

an innovative online assessment 

that identifies dyslexic tendencies 

and recommends intervention 

strategies. The Dyslexia Screener 

Downloadable Version is also 

available, so no internet 

connection is required when 

actually sitting the test. Fully 

standardised, these 30 minute 

tests are ideal for screening an 

entire year group or just those 

pupils showing some signs of 

They can play an important part 

in helping both specialist and 

non-specialist teachers 

distinguish between those 

individuals who are having 

general difficulties in literacy and 

those whose difficulties are 

associated with dyslexia. 

Comprising six tests covering the 

three areas of ability, attainment 

and diagnostic, the Dyslexia 

Screener Digital offers instant 

scores and a range of instant 

reports, including a useful 

individual report that is specifically 

designed for communication with 

parents. 

Example parent/carer report 

Why use Dyslexia Screener Digital? 

• The Dyslexia Screener Digital is an important first stage asset to any 

SENCO or learning support teacher who has concerns about a pupil. 


enabling easy test administration. 

• Enhanced individual reporting shows the results of each subtest and 

provides recommendations for the next steps, enabling teaching to 

be tailored to a pupil’s individual learning needs. 

• The diagnostic group report offers a convenient way of assimilating 

and storing results for a group of readers. 

• A comprehensive parent/carer report plus further guidance and letter 

templates will help support your communication with parents and 

carers both before and after screening. 

Example question 

Dyslexia Guidance 

NEW! Dyslexia Screener Downloadable 

Version 

The downloadable version of the Dyslexia Screener allows you to 

download the product to your computer and access it offline. 

Buy it online as a one or three year licence or visit our 

website for more information: 

www.gl-assessment.co.uk/dyslexiascreener 

To ensure pupils with dyslexia achieve their potential, ongoing support in 

the classroom and small group settings is essential. GL Assessment’s 

Dyslexia Guidance is an invaluable resource for this purpose, providing 

specialist teachers with practical advice and support from pre-school 

through to university level. It explores the ‘life cycle’ of a pupil, enabling 

teachers to better understand the nature of the condition and how best 

to support pupils. 

Prices 

Dyslexia Screener Digital 

*+VAT 

Annual Licence for Individual 

Administrations (Minimum order of £5.30* 

10 administrations is required) 978 07087 19473/GLA700 per admin 

Dyslexia Screener Downloadable Version 

1 Year Licence 978 07087 21391/GLA700 £235.00* 




Dyslexia Guidance 

Dyslexia Guidance Book 978 07087 17691/GLA700 £55.00 




Dyslexia Portfolio 

Martin Turner 

quick guide 

Age Range: 

6–16 years 

Suitable for: 

SENCOs, Specialist Teachers and 



Individual 

Timed: 

(some tests are timed) overall 

approx 40 minutes 

4 

Supports: 




Dyslexia Screener and Dyslexia 

Guidance See page 51 

The Dyslexia Portfolio is an ideal 

follow-up assessment to the 

Dyslexia Screener Digital for 

those pupils who may have been 

screened as having dyslexic 

tendencies, or whose 

performance in literacy is causing 

concern. 

The individual diagnostic 

assessment provides a profile of 

strengths and weaknesses that 

can be translated directly into an 

individual teaching plan, enabling 

specialist teachers to devise and 

implement a relevant and 

sensitive, multi-sensory 

intervention programme. 

Why use the Dyslexia 

Portfolio? 

Comprising nine subtests, the Dyslexia Portfolio takes just 40 minutes to 

administer and the one-to-one test format allows observation of each 

pupil during the test session. The mix of tasks in these tests will help 

identify areas of difficulty in word level literacy, phonics and processing. 

The nine subtests are as follows (some of which can be used for Access 

Arrangements): 

– Single Word Reading – Naming Speed 

– Single Word Spelling – Writing 

– Reading Speed – Recall of Digits Forward 

– Phoneme Deletion – Recall of Digits Backwards. 

– Non-Word Reading 

In the context of Access Arrangements, the Recall of Digits Forwards 

and Backwards tests and the Picture Naming test can be submitted as 

supporting evidence in applications. 

The portfolio comes with an online Report Generation Tool. Teachers 

input raw scores and a graphical and narrative report is produced 

instantly, complete with Standard Age Scores and recommendations for 

appropriate support and intervention. A parent report is also available. 

• Fully standardised, the battery 

of short diagnostic tests will 

help you identify areas of 

difficulty in literacy learning. 

• The Dyslexia Portfolio provides 

valuable information on a pupil’s 

strengths and weaknesses so 

that appropriate support 

programmes and intervention 

strategies can be planned. 

• Online reporting automatically 

produces statistical, graphical 

and narrative reports on each 

individual after scores have 

been entered. 

• The tests in the portfolio can be 

used alongside results from 

other tests, such as 

GL Assessment’s Dyslexia 

Screener and British Picture 

Vocabulary Scale: Third Edition, 

to provide a comprehensive 

pupil profile. 


Dyslexia Portfolio in our portfolio 

The Dyslexia Portfolio is an ideal-follow-up assessment to the 

Dyslexia Screener Digital (page 51). The Dyslexia Screener Digital 

will help identify dyslexic tendencies in pupils aged 5 to16+ years and 

the Dyslexia Portfolio will examine these difficulties in more detail so 

that appropriate intervention can be planned. To ensure pupils with 

dyslexia achieve their potential, ongoing support in the classroom and 

small group settings is essential. GL Assessment’s Dyslexia 

Guidance (page 51) is an invaluable resource for this purpose, 

providing specialist teachers with practical advice and support from 

pre-school through to university level. 

For more information, please visit 

www.gl-assessment.co.uk/dyslexia-portfolio 

“Dyslexia Action Psychology would wish to encourage a view that 

the use of Dyslexia Portfolio certainly gives very valuable 

information towards a diagnosis of dyslexia.” 

Dyslexia Review, July 2011 

Prices 

*+VAT 

Complete Set 

978 07087 19039/GLA700 £170.00* 

Record Forms and Pupil Booklets 

(5 of each) 

978 07087 19008/GLA700 £22.50* 

52


Dyscalculia Screener Digital 

Brian Butterworth 

quick guide 

Age Range: 

6–14+ years 

Suitable for: 

SENCOs, Teachers and 



Group 

Timed: 


8 

Supports: 




Dyslexia Screener Digital See 

page 51 

Number Comparison subtest – asks 

the pupil to select the larger of the 

two numbers 

The Dyscalculia Screener Digital is 

an innovative online assessment 

that identifies dyscalculic 

tendencies and recommends 

intervention strategies. The 

Dyscalculia Screener 

Downloadable Version is also 

available, so no internet connection 

is required when actually sitting the 

test. Fully standardised, these 30 

minute tests are ideal for screening 

an entire year group or just those 

pupils showing some signs of 

difficulty. They can play an 

important part in helping teachers 

distinguish between those 

individuals who have poor maths 

attainment and those whose 

difficulties are associated with 

dyscalculia. 

The screener provides a true measure of a pupil’s facility with numbers 

through evaluating their ability to understand number size, simple 

addition and simple multiplication. It also ensures that individuals enter 

the test at an appropriate level and are taken out of the test if the 

questions become to difficult. 

In addition to instant scores, Dyscalculia Screener Digital offers a range 

of instant reports, including a useful individual report that is specifically 

designed for communication with parents. 

Why use Dyscalculia Screener Digital? 

• The Dyscalculia Screener Digital is an important first stage asset to 

any SENCO or learning support teacher who has concerns about a 

pupil. 


enabling easy test administration. 

• Enhanced individual reporting shows the results of each subtest and 

provides recommendations for the next steps, enabling teaching to 

be tailored to a pupil’s individual learning needs. 

• The diagnostic group report offers a convenient way of assimilating 

and storing results for a group of readers. 

• A comprehensive parent/carer report plus further guidance and letter 

templates will help support your communication with parents and 

carers both before and after screening. 

NEW! Dyscalculia Screener Downloadable 

Version 

Arithmetic Achievement subtest asks the pupil 

whether the answer shown is correct 

The downloadable version of the Dyscalculia Screener allows you to 

download the product to your computer and access it offline. 

Buy it online as a one or three year licence, or visit our website 

for more information: 

www.gl-assessment.co.uk/dyscalculiascreener 

Dyscalculia Guidance 

Once a pupil has been identified as having dyscalculic tendencies and 

intervention strategies have been put in place, ongoing support in the 

classroom and small group settings is essential. GL Assessment’s 

Dyscalculia Guidance is an invaluable resource for this purpose, 

providing specialist teachers with practical advice and support from preschool 

through to university level. Featuring sensible advice and effective 

activities, including many photocopiable resources, Dyscalculia 

Guidance helps build foundation knowledge vital to the progress of 

dyscalculic pupils. 

Prices 

Dyscalculia Screener Digital 

*+VAT 

Annual Licence for Individual 

Administrations (Minimum order of £5.30* 

10 administrations is required) 978 07087 19510/GLA700 per admin 

Dyscalculia Screener Downloadable Version 




packages. 

Dyscalculia Guidance 

Dyscalculia Guidance Book 978 07087 11521/GLA700 £55.00 



PUPIL ATTITUDES 

Pupil Attitudes to Self and School (PASS) 

Dr Glen Williams and Bob Whittome 

quick guide 

Age Range: 

4–18+ years 

Suitable for: 

Teachers, Senior Leadership Teams, 

SENCOs, Educational Psychologists, 

Clinical Psychologists, Health 

Professionals, Behavioural 

Specialists 


Whole School, Group or Individual 

Timings: 

Untimed 

8 

Supports: 




Cognitive Abilities Test: Fourth 

Edition – Integrating your CAT4 

results with the attitudinal results 

from PASS will provide you with a 

comprehensive understanding of 

a pupil’s overall ability. 





Excellence 

ASCL Member discounts 

available for PASS. 

Call 0845 602 1937 

for further details 

The Pupil Attitudes to Self and School (PASS) is an all-age attitudinal 

survey that helps schools gain an insight into the mindset of pupils and 

remove any obstacles that are impacting negatively on attainment. 

As well as providing schools with a baseline measurement of pupil 

attitudes and behaviour, the 20-minute survey gives a unique insight into 

the social and emotional wellbeing of your pupils that impacts on all other 

areas of engagement with the curriculum. Suitable from age 4 to 18+ 

years, PASS can be used to support early intervention at all ages, helping 

to raise achievement and narrow the attainment gap by enabling you to 

identify and remove any barriers to learning. 

Already used by thousands of schools and over 100 local authorities in 

the UK, the digital survey comprises a series of short psychometric 

questions linked to key educational goals, such as ‘Feelings about school’ 

and ‘Attitudes to teachers’. As such, it can be used to tackle a range of 

specific issues. For example, it can help to: 

• raise attainment 

• keep track of pupils’ wellbeing 

• understand how pupils’ attitudes affect their learning 

• inform teaching strategies and intervention programmes 

• tackle challenging behaviour 

• address attendance issues. 

The interpretation of PASS results is made easy with a brand new PASS 

report, providing an in-depth insight into the minds of your pupils. The 

report collates results to reveal individual, whole class and whole school 

attitudinal profiles, and can be broken down further to show how each 

group compares nationally by gender, ethnicity and by year group. 

NEED MORE ADVICE? 

For help and advice or to arrange a no-obligation presentation of 

PASS, please call 0845 602 1937 or send an email to 

info@gl-assessment.co.uk 

PASS level 

PASS 1 

PASS 2 

PASS 3 

PASS 4 

Age group 

Early years & pre-primary 

Primary 

Secondary & post-primary 

6th Form college & post-secondary 

Why use PASS? 

• PASS helps inform teaching 

strategies and intervention 

programmes to raise standards 

of attainment and pupil 

wellbeing. 

• It will help you understand 

what’s really going on in a pupil’s 

mind and how specific attitudes 

affect their learning. 

• Helps schools tackle challenging 

behaviour, by identifying early 

those most at risk of developing 

behavioural problems in the 

future. 

• Address attendance issues, by 

identifying pupils that are most 

likely to stop attending in the 

future. 

• PASS enables you to identify 

and support emotionally 

vulnerable young people and 

those with possible mental 

health issues. 

Online Intervention 

System 

To further support PASS users, our 

Online Intervention Service has 

been developed – it presents over 

3000 possible intervention 

strategies and can be purchased 

at an additional cost. 

54


School: Test School 

Group: Test School 

School: Test School 

No. of pupils: 119 

Survey period: 20/03/2012 – 20/04/2012 Group: Test School 

Level: KS1 PASS factor analysis 

Level 1: Whole cohort profile 

Overall mean percentages 

Date of survey: 22/04/2013 Level 2: Year group 

Level: KS34 No. of students: 200 

PASS factors analysed by year group 

Year group mean percentages 

Example case study of an 

individual pupil profile 

PASS 

Factor 

Mean 

percentages 

PASS 

Factor 

Percentile 

score 

1 2 3 4 

Feelings about school Preparedness for learning Self-worth / confidence 

The nine standardised measures 

PASS provides standardised measures for: 

Response to curriculum 

demands 

92.1% 93.3% 88.1% 69.5% 

Overall percentiles 

1 2 3 4 

Feelings about school Preparedness for learning Self-worth / confidence 

Response to curriculum 

demands 

34.8 26.2 51.0 36.5 

Example report showing a whole cohort profile 

1 Feelings about school. Explores whether a pupil feels they belong to 

or are alienated from their learning community. A low score in this 

measure can indicate feelings of social exclusion and potential bullying. 

2 Perceived Learning Capability. Offers a snapshot of a pupil’s 

unfolding impressions of self-efficacy and can reveal early warning 

signs of demoralisation and disaffection. 


factors analysed by year 

group 


PASS 

Factor 

about as 1 Feelings 

school 

2 Perceived 

learning 

capability 

3 Self-regard a learner 4 Preparedness 5 Attitudes to 6 7 8 9 

for learning teachers General work ethic Confidence in Response to 

Attitudes to 

learning attendance 

curriculum 

demands 

Year 7 65.6% 61.8% 58.9% 64.9% 62.0% 62.6% 62.4% 61.9% 59.8% 

Year 8 60.6% 62.4% 62.4% 63.7% 62.7% 62.6% 62.2% 61.1% 63.8% 

Year 9 61.3% 63.1% 64.7% 61.7% 63.8% 64.5% 63.8% 62.0% 63.6% 

Year 10 74.5% 74.6% 49.5% 71.3% 74.2% 68.7% 75.3% 70.0% 50.1% 

Year 11 72.2% 70.0% 53.6% 68.5% 71.9% 65.6% 71.8% 68.9% 54.3% 

PASS in our portfolio 

Analysing PASS data alongside results from the Cognitive Abilities 

Test: Fourth Edition (CAT4) (pages 12–20) can provide a complete 

picture of a pupil’s ability and attitudes. By providing a highly reliable 

measurement of nine attitudinal measures, PASS answers many of 

the questions raised when there are discrepancies between 

attainment and CAT4 scores. For example, a pupil achieving high 

CAT4 scores next to a low PASS score for ‘Perceived Learning 

Capability’ is at higher risk of not delivering the high attainment of 

which he/she is capable. 

Go online to view case studies, sample reports and videos: 

www.gl-assessment.co.uk/pass 

3 Self regard. Equivalent to self-worth, this measure is focused quite 

specifically on learning and shows a strong correlation with 

achievement. 

4 Preparedness for learning. Highly correlated with pupils at risk of 

behavioural difficulties, this measure explores whether a pupil feels they 

have the tools in place to learn. It covers areas such as study skills, 

attentiveness and concentration. 

5 Attitudes to teachers. Provides an invaluable insight into a pupil’s 

perception of the relationship they have with school staff. 

6 General work ethic. Highlighting pupils’ aspirations and motivation to 

succeed in life, this is the first of two motivational measures. It focuses 

on purpose and direction, not just at school but beyond. 

7 Confidence in learning. Identifies a pupil’s ability to persevere when 

faced with a challenge. 

8 Attitudes to attendance. Correlating very highly with actual 

attendance 12 months later, this measure enables teachers to 

intercede much earlier with strategies to reduce the likelihood of 

truancy in the future. 

9 Response to curriculum demands. This second motivational 

measure focuses more narrowly on school–based motivation to 

undertake and complete curriculum based tasks. 

Prices 

*+VAT 

PASS Online – 3 year, 3 survey contract (includes free subscription to standalone 

software & a 1 year subscription for Online Intervention System) 

PASS 1 £400.00* 

PASS 2 – less than 200 pupils £550.00* 

PASS 2 – 200 to 300 pupils £625.00* 

PASS 2 – more than 300 pupils £750.00* 

PASS 3 – less than 1000 pupils £950.00* 

PASS 3 – 1001 to 1500 pupils £1050.00* 

PASS 3 – more than 1500 pupils £1195.00* 

PASS 4 £400.00* 

(Additional surveys are available to purchase within contract time, 

please call 0845 889 1937 – option 5 for more details) 

PASS project – per survey (short report) 

1 to 50 pupils £100.00* 

50 to 120 pupils £200.00* 

120 to 200 pupils £300.00* 

PASS standalone (downloadable) 

First year cost £450.00* 

Annual licence renewal £150.00* 

Online Intervention System – Annual £175.00* 

Discounts are available if you purchase two PASS products together, e.g. 

PASS 1&2 or PASS 3&4. Please call 0845 889 1937 – option 5 for more details 



PASS Analysis & Interpretation Services 

GL Assessment has developed a series of Analysis & Interpretation 

Services for Pupil Attitudes to Self and School (PASS), designed to help 

schools realise the full potential of their PASS data. Whilst the PASS 

report data gives you a complete overview of a pupil’s attitudes towards 

themselves as learners and their attitudes towards school, effective 

analysis and interpretation empowers teachers and SENCOs to build 

effective intervention programmes and target support to those most in 

need. This in turn helps raise standards of attainment and pupil 

wellbeing. Various levels of support are offered, enabling you to choose 

the level of support most suitable to your needs; these are outlined 

below. 

PASS Local Workshop 

The PASS Workshop held on your premises provide a guided analysis of 

PASS data, with opportunities to reflect as well as discuss approaches 

with colleagues. 

Led by an experienced facilitator with Senior Leadership experience, the 

PASS Workshop can focus on: 

• Understanding PASS assessment and interpreting the nine measures 

at strategic and operational levels 

• Sharing and using PASS information to inform work with pupils, 

teachers, multi-agency teams and parents 

• Using PASS to set smarter monitoring and tracking targets: 

– to improve pupil wellbeing, behaviour and attendance 

– provide effective personalised learning for pupils working at all 

levels of ability 

– to reduce disaffection 

• Using PASS to identify successful strategies for your school context. 

The PASS Workshop is based on our Professional Development 

Modules, designed to allow maximum flexibility for use in school or with 

a cluster of schools. Two modules (D5 and D6) have been specifically 

developed to support schools in getting the most from PASS. Each 

module is delivered to groups by an experienced, professional facilitator 

during a three-hour face-to-face session, making it possible to slot in as 

an after-school session. 

£ Available from £50 + VAT or less per participant. 

(Designed to be delivered on-site with a minimum cost of £500 + VAT 

for up to 10 participants. 

A maximum group size of 20 also applies. This is charged at only 

£750+VAT, reducing significantly the cost per person for larger 

groups). 

These modules are provided by GL Performance, our school 

improvement division, and provide a comprehensive solution for your 

wider Professional Development need. Many modules are at Masters 

level with accreditation from Bath Spa University. 

Go online for a detailed overview of all modules: 

www.gl-performance.co.uk/pds or see pages 70–71. 

PASS Consultancy Service 

Our PASS Consultancy Service is an ideal choice for schools looking for 

an even deeper and more strategic level of analysis than is possible 

through the group session. As part of the service, schools are partnered 

with a skilled and experienced facilitator who helps you get to the heart 

of your data, identify the key questions and map out the next steps to 

address these. 

To enable the depth of analysis required, schools must allow their 

facilitator prior access to their PASS data. 

Our PASS Consultancy Service gives schools the opportunity of 

exploring in detail the key questions arising from the commentary, 

highlighting and prioritising appropriate strategies for improving pupil 

well-being and learning. Includes consideration of how PASS integrates 

with other data in schools to target hard to reach groups, such as fragile 

learners. 

Please call 0845 602 1937 

or email pds@glassessment.co.uk 

for 

further information or to 

organise booking one of 

our PASS Analysis & 

Interpretation Services 

£ 

£750 +VAT 

A word on Quality Assurance 

To ensure our services have maximum input, our accredited facilitators 

have extensive experience at senior leadership level in schools and are 

all experienced in working with schools on the use of data to inform 

school improvement and review. In addition, our ISO 27001 

accreditation means your data is safe with us. 

Utilising the same award-winning methodology as PASS, GL Assessment has developed attitudinal 

surveys for use by parents/carers 'Parents Attitudes to their Childs Education' (PACE) and teachers 

‘Staff and Teachers Attitude Questionnaire’ (STAQ). The 20-minute surveys can be completed online or 

via a paper version (upon request). For further information, prices or to book a free no obligation 

appointment with one of our area consultants, please call 0845 602 1937 or visit 

www.gl-assessment.co.uk/staqandpace 

56

EARLY INTERVENTION 

Schedule of Growing Skills 

Martin Bellman, Sundra Lingam and Anne Aukett 

quick guide 

Age Range: 

0–5 years 

Suitable for: 

Early Years Professionals, Health 

Visitors, Nursery Workers and 



Individual 

Timed: 

20 – 30 minutes 

4 

early 

years 

only 

Schedule of Growing Skills (SGS) is an invaluable tool for professionals 

who need to establish the developmental levels of children. The 

individual assessment can be used at any time with children from birth 

to 5 years, enabling you to assess them as and when appropriate and 

convenient. 

SGS provides a reliable ‘snapshot’ of a child’s developmental level, 

including areas of strength and potential delay. It examines nine key 

areas, all of which were developed from Mary Sheridan’s STYCAR 

sequences: 

– Passive posture – Hearing and language 

– Active posture – Speech and language 

– Locomotor – Interactive and social 

– Manipulative – Self-care social 

– Visual 

By using colourful and engaging toys like building blocks, a doll, pegs 

and shapes, the assessment makes the tasks feel like playtime to the 

child, allowing you to observe and assess reactions while the child 

‘plays’. Each record form allows for up to four assessments of any one 

child, providing a clear indication of progress over time. A simple 

scoring system highlights developmental areas where children might 

potentially have a delay, indicating where referral might be necessary. 

Why use SGS? 

• Provides a clear graphical 

representation of a child’s 

developmental level – an ideal 

basis for discussion with other 

professionals and parents. 

• SGS is quick and easy to use. 

With clear administration 

instructions for all items and 

guidelines for scoring and 

interpreting results, the user can 

provide feedback within 30 

minutes. 

• Using SGS as a universal 

screening measure ensures that 

all children are assessed in a 

consistent way. 

• A separate cognitive score can 

be derived from relevant items 

to aid interpretation. 

Schedule of Growing 

Skills: Training 

Course 

Available in half or full day format, 

GL Assessment offers a 

comprehensive training course 

delivered by highly experienced 

tutors, to help educational staff 

and healthcare professionals 

develop skills in child assessment 

using the Schedule of Growing 

Skills. The professional training 

programme includes in-depth 

guidance on how to administer the 

items, including video examples of 

good and bad practice, along with 

scoring procedures. Delegates will 

receive a certification of 

competence in administration, 

along with a training pack of 

presentation handouts. 

To book your session, 

please call 0845 602 1937. 

Schedule of Growing 

Skills: Training DVD is 

available! 

Sample SGS Record Form 

Contents: Available in A4 and A5 versions the Complete Sets contain: Stimulus 

Materials, User’s Guide, 10 Record Forms and 50 Profile Forms 

Prices 

*+VAT 

Complete Set A4 Version 978 07087 04547/GLA700 £200.00* 

Complete Set A5 Version 978 07087 04554/GLA700 £200.00* 


Profiles A4 Version (Pad of 50) 978 07087 04691/GLA700 £75.00* 

Profiles A5 Version (Pad of 50) 978 07087 04707/GLA700 £75.00* 

Reference Manual 978 07087 04592/GLA700 £75.00 

User Guide 978 07087 04585/GLA700 £50.00 

SGS: Training Course 

Half-day training (up to 15 delegates) 978 14060 70668/GLA700 £595.00* 

Full-day training (up to 15 delegates) 978 14060 70651/GLA700 £995.00* 

SGS: Training DVD 978 07087 18858/GLA700 £120.00* 



WellComm: A Speech and Language 

Toolkit for the Early Years 

Angela Hurd and Diana McQueen, Sandwell Primary Care Trust 

quick guide 

Age Range: 

6 months–6 years 

Suitable for: 

Specialist and Non-Specialist 

Early Years Professionals 


Individual 

Timed: 


4 



pages 26–29 York Assessment of 

Reading for Comprehension See 

pages 30–33 and Teaching 

Talking See page 40 

Ideal as an initial screening tool, the WellComm Toolkit provides a 

complete speech and language toolkit that can be used by all Early 

Years practitioners. 

An individual assessment developed in collaboration with leading 

practitioners at the Sandwell Primary Care Trust, the WellComm Toolkit 

is suitable for children aged 6 months to 6 years. The toolkit deploys a 

unique traffic light system that clearly identifies children requiring 

immediate intervention, as well as those who show potential language 

difficulties. The innovative system has the additional benefit of banding 

children by placing them into one of three categories, thus enabling the 

practitioner to proactively respond to any needs identified: 

Red = consider referral to a specialist service for further 

advice/assessment 

Amber = extra support and intervention required 

Green = no intervention currently required 

The Big Book of Ideas provides practitioners with over 150 bespoke 

intervention activities to meet individual needs as identified through the 

screening process. The activities are designed to be fun, engaging and 

appropriate for use with both individual children and groups across the 

entire age range. 

They also provide a helpful guide 

for parents to support their child’s 

development at home. All 

activities are photocopiable and 

can be printed from the 

Resources CD that is included in 

the WellComm Toolkit. 

The WellComm Toolkit includes a 

comprehensive Training DVD to 

help deliver in-house training. 

There is also an online Report 

Wizard which allows both large 

and small organisations, including 

Local Authorities, to monitor and 

evaluate the progress made by 

children using the WellComm 

Toolkit. The Wizard can report on 

children across any number of 

linked settings and can generate 

individual, group and Local 

Authority reports. The Online 

Report Wizard is available at an 

additional cost. 

Early Identification: 

Everyone’s responsibility 

From September 2012, the 

new Early Years Foundation 

Stage requires practitioners to 

provide parents with a written 

summary of their child’s 

progress in the EYFS prime 

areas of learning, including 

‘Communication and 

Language’. In addition, the 

‘Healthy Child Programme’ 

states that every child should 

receive a ‘Health and 

Development Review’ 

between ages 2-2 ½ years, 

including an assessment for 

speech and language skills.’ 

58


Why use The WellComm Toolkit? 

• The WellComm Toolkit is suitable for use by 

non-specialist early years professionals in identifying 

children who need immediate referral and support. 

Example score sheets 

• The WellComm Toolkit provides tailored intervention activities that can 

help improve language skills, whatever the age or ability of the child. 

• It is ideal for screening children’s communication skills on entrance to 

school at 5 years of age. 

• The assessment monitors the levels of children’s speech and language 

as interventions are introduced, allowing the evaluation of their impact. 

• It ensures each child receives the exact support and intervention he or 

she needs. 

• It helps reduce unnecessary and costly referrals to local speech and 

language therapy services. 

• The WellComm Toolkit has been tested and trialled on over 7,000 

children in the Sandwell Local Authority. 

Sample activity from The Big Book 

of Ideas 


The WellComm Toolkit in our portfolio 

Difficulties with language can have catastrophic and long-term effects 

on the progression of a child’s overall development. It is vital that 

language skills are frequently monitored so that any problems or 

delays can be identified and addressed as early as possible. The 

WellComm Toolkit is an ideal screening tool that can be used prior to 

any of GL Assessment’s literacy assessments, such as New Group 

Reading Test (pages 26–29) and the York Assessment of 

Reading for Comprehension: Primary and Secondary (pages 

30–33) to identify young children at risk of developing delayed 

language skills. 

Go online to find out more information: 

www.gl-assessment.co.uk/wellcomm 

Example from Group Progress Report and Individual Report 

Contents: Complete Set contains: Handbook and Score Sheets, The Little Book of 

Rules, The Big Book of Ideas, Picture Book, Resources CD, Training DVD and Carry 

Bag 

Prices 

*+VAT 


The Big Book of Ideas 978 07087 19725/GLA700 £70.00* 

The WellComm Report Wizard is available to both individual settings and local 

authorities. For more details on licensing and pricing structures, please contact 

Customer Services on 0845 602 1937. 



PERSONAL & SOCIAL DEVELOPMENT 

NEW! The Cornwall Learning Skills for Life Programme 

Cornwall Learning 

THE CORNWALL LEARNING 

SKILLS FOR LIFE 

PROGRAMME 

quick guide 

Age Range: 

3–11 years 

Suitable for: 



Group 

Timings: 

Untimed 

4 

primary 

only 

The Cornwall Learning Skills for Life Programme is designed to help 

pupils achieve the social, emotional, communication and cognitive skills 

that they need to succeed both in school and the wider world. Divided 

into three age-related Teacher Guides, the programme provides a range 

of appropriate skills and lesson ideas for each age group. 

The programme will help teachers embed these essential learning and 

life skills into their everyday lessons and the photocopiable resources 

are easily adaptable for use with whole classes, groups and individuals. 

Suitable for use by teachers and teaching assistants, The Cornwall 

Learning Skills for Life Programme aims to enhance the impact of 

existing teaching practice so pupils achieve higher levels of learner 

autonomy and greater success in school and beyond. 



PROGRAMME 

AGES 9–11 

C O R N W A L L L E A R N I N G 



PROGRAMME 

AGES 6–8 




School See pages 54–56 

Why use The Cornwall Learning Skills for Life 

Programme? 

• You will receive a complete training DVD to assist in embedding the 

skills into a wide range of lessons. 

• Advice for parents/carers, explaining why these learning and life skills 

are important, and how to help their child progress. 

• Photocopiable resources ensure great value for money. 

• Age-appropriate and highly transferable skills for learning and life. 

Contents: Complete Set contains: Teacher’s Guide 3–5, Teacher’s Guide 6–8, 

Teacher’s Guide 9–11, training DVD, advice for parents/carers 

Price 

*+VAT 




Closing the attainment gap 

For some fortunate children, 

many of the skills that make up 

the programme are well 

developed at home and 

outside school by parents, 

carers, friends and relatives, 

and for them the programme 

will reinforce and challenge 

further. However for those who 

do not share the same 

advantages, this programme 

can make a big difference by 

making these skills explicit, by 

providing opportunities to 

practice and reflect upon them. 

“These skills are so flexible 

and they really encourage 

children to develop towards 

being an independent 

learner.” 

Deanne Carden, 

Deputy Headteacher 

60


Measures of Children’s Mental Health & Psychological 

Wellbeing: A Portfolio for Educational and Health Professionals 

Norah Frederickson and Sandra Dunsmuir 

quick guide 

Age Range: 

2–20 years 

Suitable for: 

Teachers, SENCOs, Educational 

Psychologists, School Nurses, 

Behaviour Support Teams (BEST) 

and Youth Offending Teams (YOT) 


Group or Individual 

Timings: 

Varying throughout booklets 

4 


Emotional Literacy See page 63 

and Pupil Attitudes to Self and 

School See pages 54–56 and 

Paediatric Index of Emotional 

Distress See page 62 




Excellence 

Measures of Children’s Mental Health & Psychological Wellbeing is a unique 

portfolio of assessments authored by highly-respected professionals from 

across the fields of educational and clinical development, designed to help 

all levels of school staff and clinical practitioners diagnose and respond to a 

child’s mental health needs quickly. 

Children experiencing emotional or mental health issues are unlikely to be 

able to fulfil their potential in the classroom and schools have a duty to help 

with the early recognition and identification of these children. The 

Measures of Children’s Mental Health & Psychological Wellbeing provides 

a range of simple, paper-based assessments that can be used to measure 

the development of a child’s social and emotional skills, individually or in a 

group setting. 

Along with an informative introduction booklet, the portfolio comprises a 

further seven booklets containing over 50 valuable instruments for 

measuring a child’s mental health and psychological wellbeing. Full 

guidance is provided on how to administer, score and interpret each 

measure, as well as ideas for subsequent intervention. 

Visit our dedicated website www.childrensmentalhealth.co.uk to 

find supplementary information about the booklets and the 

authors, guidance and articles on children’s metal health and 

additional scoring sheets and software. 

Contents: Complete Set contains: Introduction and 7 Booklets of Measures 

Prices 

*+VAT 


Introduction Booklet 978 07087 19114/GLA700 £45.00* 

Enjoyment Booklet 978 07087 19121/GLA700 £85.00* 

Belonging Booklet 978 07087 19138/GLA700 £85.00* 

Resilience Booklet 978 07087 19145/GLA700 £85.00* 

Distress Booklet 978 07087 19152/GLA700 £85.00* 

Responsiveness Booklet 978 07087 19169/GLA700 £85.00* 

Social Behaviour Booklet 978 07087 19176/GLA700 £85.00* 

Healthy Living Booklet 978 07087 19183/GLA700 £85.00* 

Portfolio Overview GLA147 F.O.C. 

The booklets in the 

series cover: 

• Introduction 

• Belonging 

• Distress 

• Enjoyment 

• Healthy Living 

• Resilience 

• Responsiveness 

• Social Behaviour 

Why use Measures of 

Children’s Mental 

Health & Psychological 

Wellbeing? 

• It provides one source of paperbased 

assessments for 

analysing the development of 

healthy social and emotional 

skills. 

• Clear advice on the next steps 

following assessment is 

provided and simple scoring 

means that teachers can quickly 

identify pupils who need referral 

and specialist intervention. 

• Each measure can be 

photocopied and reused, 

providing great value for money. 

• Results presented can be used 

as evidence in Ofsted 

Inspections. 



The Paediatric Index of Emotional Distress 

Suzy O’ Connor, Terri Carney, Emma House, Eamonn Ferguson and Rory O’ Connor 

quick guide 

Age Range: 

8–16 years 

Suitable for: 

School Nurses, SENCOs, Clinical 

and Educational Psychologists, 

Primary Mental Health Workers, 

GPs, Paediatricians, Social 

Workers, Counsellors, Youth 

Workers and Researchers 


Individual 

Timed: 


4 



School See pages 54–56 and 

Measures of Children’s Mental 

Health and Psychological 

Wellbeing See page 61 

Based on the popular Hospital 

Anxiety & Depression Scale 

(HADS) the Paediatric Index of 

Emotional Distress (PI-ED) is a 

valid and reliable self-rating scale 

that screens children and young 

people for emotional distress. 

The PI-ED assesses psychological 

distress using one brief 

questionnaire, comprising 14 items 

that are presented on one page. It 

asks children and young people 

about their symptoms of anxiety 

and depression. A concrete cut-off 

score then clearly identifies individuals most in need of further clinical 

assessment and intervention. 

The individual assessment is suitable for administration by a range of 

clinical and educational professionals along with researchers assessing 

emotional disorders in children as an index of clinical change. 

Standardised on over 1100 children in the UK within educational and 

clinical settings, the PI-ED uses language and concepts that are both 

appropriate for the understanding of children and young people and 

that minimise stress while completing the questionnaire. It is also 

suitable for children with reading difficulties or English as an Additional 

Language (EAL), as the items can be either read or translated for them. 

Why use PI-ED? 

• It is the only UK-standardised 

measure of emotional distress 

that is psychometrically robust 

in a large non-clinical and 

clinical sample. 

• The PI-ED facilitates the early 

identification of mental health 

problems and aids referral to 

appropriate services. 

• It is ideal for use as a screening 

measure, an index of clinical 

change and as an outcome 

measure. 

• Quick and easy to administer, 

the PI-ED is briefer than 

comparable measures, easy to 

score and simple to interpret 

with a clear cut off score. 

• Highly cost effective – as a 

single measure of emotional 

distress it removes the need for 

separate measures of anxiety 

and depression or different 

measures for different ages. 

Did you know? 

It is estimated that 

10% of children suffer 

from mental health 

problems 

Example questions from The PI-ED 


PI-ED in our portfolio 

After screening children and young people with the PI-ED for 

the initial signs of emotional and psychological distress, 

practitioners may require a more diagnostic assessment to 

diagnose these mental health problems further to support early 

intervention. Measures of Children’s Mental Health and 

Psychological Wellbeing (page 61) provides the perfect 

platform for delving into the individual elements that make up a 

child’s emotional health and wellbeing. Combined with Pupil 

Attitudes to Self and School (PASS) (pages 54–56), our allage 

attitudinal survey that measures pupils’ attitudes by 

looking at measures proven to be linked with key educational 

goals, an overall profile of a pupil’s emotional health, wellbeing 

and attitudes can be established to help inform appropriate 

intervention programmes. 

Example of the PI-ED rating scale 

Contents: Complete Set contains: Manual and Record Forms (100) 

Prices 

*+VAT 


Manual 978 07087 19800/GLA700 £50.00 



62


Emotional Literacy: Assessment and Intervention 

Adrian Faupel, Southampton Psychology Service 

quick guide 

Age Range: 

7–16 years 

Suitable for: 

Teachers, SENCOs, Educational 

Psychologists, Learning Mentors 

and Counsellors 


Individual 

Timed: 


4 



School See pages 54–56, 

Measures of Children’s Mental 

Health and Psychological 

Wellbeing See page 61 and 

Paediatric Index of Emotional 

Distress See page 62 

Emotional Literacy identifies the status of 

pupils’ emotional literacy and provides 

follow-up activities for intervention where 

necessary. The assessment covers five 

key areas of emotional literacy addressed 

in the Social and Emotional Aspects of 

Learning (SEAL) curriculum including: 

– Self-awareness 

– Self-regulation 

– Motivation 

– Empathy 

– Social skills. 

Optional teacher, pupil, and parent questionnaires are included. The 

measures help to address the social, emotional and behavioural issues 

that are related to a pupil’s emotional literacy. 

An interactive CD-ROM, with full audio support and switch accessibility 

accompanies this assessment. This means that the checklists can be 

accessed by all those who may find paper-based assessments 

problematic, as well as supporting those with additional educational 

needs. The production of simple, clear printable score profiles will prove 

invaluable for the busy teacher. Each worksheet can be photocopied 

and reused, providing great value for money. 

Emotional Literacy Primary covers ages 7 to 11 years. 

Emotional Literacy Secondary covers ages 11 to 16 years. 

Why use Emotional 

Literacy? 

• It provides teachers and 

SENCOs with diagnostic tools 

to understand and develop a 

pupil’s emotional literacy. 

• Interventions based upon 

outcomes of the fully 

standardised assessment can 

positively enhance a pupil’s 

behaviour and learning. 

• Ready-made, age-appropriate 

activities that save time and 

effort when planning 

intervention are provided. 

• A facility for re-assessment 

allows you to monitor progress 

and helps you to gauge the 

impact of intervention. 

• The CD-ROM offers greater 

accessibility to all pupils with 

user-friendly age-appropriate 

instructions onscreen. 

Sample question from Primary CD-ROM 

Contents: Complete Sets contain: teacher guidance, pupil/teacher/parent 

questionnaire, intervention activities and CD-ROM 

Sample Worksheet from Secondary Manual 

Prices 

*+VAT 

Emotional Literacy 7–11 


Emotional Literacy 11–16 




THINKING SKILLS 

Let’s Think! Series 

Various Authors 

quick guide 

Age Range: 

4–11 years 

Suitable for: 

Teachers 


Group 

Timings: 

Untimed 

4 

primary 

only 

The Let’s Think! Series of cognitive acceleration resources is based on 

research by King’s College which indicates that a child’s thinking ability 

can be nurtured and developed with the right tools and environment. It 

helps children to make the transition to higher levels of thinking and 

learning, accelerating their cognitive development and thus raising 

attainment. It also offers rich and dynamic opportunities to track pupils’ 

cognitive processes and skills as they develop. 

The Let’s Think! Series offers an excellent foundation for learning, 

covering the core primary subjects of Literacy, Maths and Science. 

The series also includes an Early Years resource and the Let’s Think! 

Handbook, designed to provide an introduction to developing thinking in 

the primary school, plus support for users of the Let’s Think! Series. 

Why use the Let’s 

Think! Series? 

• These unique activity-based 

teaching programmes will 

prepare your pupils for a lifetime 

of learning. 

• The Lets Think! Series will 

support you in enabling your 

pupils to become better 

thinkers, better communicators 

and more able learners. 

• The series improves pupils’ 

ability to solve problems, whilst 

encouraging them to recognise 

and develop how they think. 

• The series contains a range of 

activities, lesson plans and 

guidance designed to help 

teachers support pupils across 

the core primary subjects of 

Literacy, Maths and Science. 

• Group interaction builds pupils’ 

confidence and social skills. 

STILL AVAILABLE: 

Think Ahead! Developing 

Thinking through the Arts is 

still available – visit 


for more information 




Excellence 

Now fully mapped to the four 

capacities of the Curriculum for 

Excellence. Call 0845 602 1937 

for your free mapping grid 

64

THINKING SKILLS 

The Let’s Think! Series 

comprises: 

Let’s Think! Handbook 

(4–11 years) 

Philip Adey (Editor) 

An invaluable introduction to 

developing thinking programmes 

in primary schools, as well as 

offering support and guidance for 

existing users of the Let’s Think! 

series. It includes contributions 

from a wide range of specialists, 

supported by case studies 

reflecting practice in the UK and 

internationally. 

Let’s Think through Maths! 

(5–9 years) 

Michael Shayer, Mundher 

Adhami, Anne Robertson and 

Stuart Twist 

The easy-to-use programme 

provides teachers with an array of 

hands-on mathematical activities 

for helping pupils develop their 

thinking skills. The programme is 

split into two age ranges: 5 to 6 

and 6 to 9. 

Let’s Think! Early Years 

(4–5 years) 

Anne Robertson 

Offering a learning experience 

that is fun and appealing to 

younger children between the 

ages of 4 and 5 years, Let’s 

Think! Early Years contains 15 

motivating activities designed to 

help children improve how they 

approach problems. 

Let’s Think! (5–6 years) 

Philip Adey, Anne Robertson and 

Grady Venville 

Designed for 5 and 6-year-olds, 

Let’s Think! contains 30 fun and 

motivating activities which 

encourage children to recognise 

and develop the way in which 

they think, improving their ability 

to solve problems. 

Let’s Think through Literacy! 

(9–11 years) 

Ken Gouge and Carolyn Yates 

Comprising 10 lesson plans, 

detailed teacher notes and 

photocopiable teacher resources, 

Let’s Think through Literacy! 

helps teachers develop pupils’ 

literacy by improving their ability 

to think logically, enquire, reason 

and process different kinds of 

information. 

Let’s Think through Science! 

(7–9 years) 

Philip Adey, Natasha Serret, Anne 

Robertson, Frances Nagy and 

Pam Wadsworth (7&8) 

Anne Robertson and Philip Adey 

(8&9) 

These resources comprise a 

series of engaging group 

activities, designed to develop 

cognitive abilities and establish a 

clear understanding of scientific 

principles. The programme is split 

into two age ranges: 7 to 8 and 

8 to 9. 

Contents: Complete Sets vary but generally contain: Teacher’s Guides, Resource 

Guides and Activity Materials and Sheets. 

Prices 

*+VAT 

Let’s Think! Complete Set 978 07087 12566/GLA700 £200.00* 

Let’s Think! Teacher’s Guide 978 07087 12573/GLA700 £110.00 

Let’s Think! Resource Pack 978 07087 12580/GLA700 £115.00 

Let’s Think! Early Years Complete Set 978 07087 14942/GLA700 £125.00* 

Let’s Think! Early Years Teacher’s Guide 978 07087 16311/GLA700 £70.00 

Let’s Think! Handbook 978 07087 17820/GLA700 £55.00 

Let’s Think through Literacy! 978 07087 17837/GLA700 £70.00 

Let’s Think through Maths! 5&6 


Let’s Think through Maths! 6–9 


Let’s Think through Science! 7&8 


Let’s Think through Science! 8&9 

Complete Set 978 07087 14393/GLA700 £80.00 


ASSESSMENT FOR LEARNING 

Black Box Series 

Edited by Paul Black, Christine Harrison, Bethan Marshall and Dylan Wiliam 

quick guide 

Age Range: 

5–18 years 

Suitable for: 

Teachers and Educational 

Psychologists 

Timings: 

Untimed 

4 




Excellence 

NEW 

The Black Box Series offers easy-to-read advice for teachers on how to 

implement the key techniques within formative assessment – 

questioning, feedback, and peer/self assessment. Each booklet 

includes important research findings and recommendations for 

supporting and embedding assessment for learning in classrooms. This 

is a ‘must-read’ collection for any teaching professional interested in 

improving pupils’ learning through formative assessment. 

The series comprises: 

Inside the Black Box 

Inside the Black Box offers a concise discussion of the merits and potential 

benefits of formative assessment and how schools should consider and 

debate the introduction of ‘assessment for learning’ in order to raise 

standards. 

Working Inside the Black Box 

Working Inside the Black Box takes a more practical slant, offering 

practical ideas and advice for the improvement of classroom 

assessment through the key formative assessment methods. 

Inside the Primary Black Box 

This booklet offers practical information and examples drawn from a 

variety of subjects and age ranges on how to implement formative 

assessment in primary school and early years settings. A range of 

questioning techniques are highlighted to identify children’s 

understanding and present a range of strategies to promote 

collaboration and dialogue in the classroom. 

Black Box Subject Series 

A collection of subject-specific booklets that outline the principles of 

formative assessment and how they can be applied in the classroom. 

They offer advice to teachers on how to interact more effectively with 

pupils so as to promote their learning and attainment in specific subject 

areas. Subject areas offered include Maths, Science, English, 

Geography, Modern Foreign Languages, ICT and Design and 

Technology. 

New! Inside the Black Box of Assessment 

This brand new booklet differs from the rest of the series, tackling the 

assessment of learning, and aims to help teachers and schools develop 

the quality of their own summative assessments. 

Why use the Black Box Series? 

• Assessment for learning is at the heart of effective learning and 

teaching and has been recognised as a key factor in raising pupils’ 

standards of achievement. 

• Based on extensive research by the King’s College London team with 

teachers throughout the United Kingdom, the unique booklets offer 

specific examples of what ‘assessment for learning’ can look like 

across the relevant subject areas. 

• The booklets are practical, concise and easily absorbed in one sitting 

by busy teachers. 

• It offers evidence-based ideas and advice on the improvement of 

classroom assessment. 

Prices 

Inside the Black Box 978 07087 13815/GLA700 £6.00 

Working Inside the Black Box 978 07087 13792/GLA700 £6.00 

Inside the Primary Black Box 978 07087 17684/GLA700 £6.00 

English Inside the Black Box 978 07087 16861/GLA700 £6.00 

Mathematics Inside the Black Box 978 07087 16878/GLA700 £6.00 

Science Inside the Black Box 978 07087 14447/GLA700 £6.00 

Geography Inside the Black Box 978 07087 17554/GLA700 £6.00 

ICT Inside the Black Box 978 07087 17639/GLA700 £6.00 

Modern Foreign Languages 


Design & Technology 


Inside the Black Box of Assessment 978 07087 21575/GLA700 £6.00 

66

SELF-EVALUATION & SCHOOL IMPROVEMENT 

GL Performance – An Introduction 

Alongside GL Assessment, GL Performance is a division of the 

GL Education Group. 

GL Performance is a leading provider of management tools and 

resources that are designed to maximise the impact of selfevaluation, 

school development planning and school 

improvement in primary, secondary, independent and special 

schools. 

Our portfolio is shaped by the changing needs of schools and is made 

up of four specialist management tools and resources: 

Kirkland Rowell Surveys 

The UK’s leading parental, pupil and staff perception surveys enable 

schools to monitor the changing perceptions of key stakeholders to all 

aspects of school life. 

Professional Development Services 

Our team of accredited facilitators deliver a range of training and 

consultancy services designed to help schools meet their improvement 

goals. 

Using data to its full potential 

GL Performance delivers a complete, joined-up approach to school 

improvement, providing invaluable data and the tools, systems, advice 

and back-up support necessary to ensure the data is used to its full 

potential. Together, our resources and services help schools to: 

• monitor the changing perceptions of stakeholders 

• manage self-evaluation effectively 

• ensure findings are fully embedded into ongoing teaching and 

learning processes 

• maximise staff potential as leaders and managers 

• continually drive school improvement. 

We have also ensured that a high degree of flexibility is built into each 

and every one of our resources and services, enabling schools to tailor 

an all-encompassing solution that works for them, from implementation 

through to data interpretation and analysis. 

Schoolcentre 

A powerful online self-evaluation and school improvement tool that has 

helped thousands of schools through their inspections and monitor their 

school improvement plans. 

GO 4 Schools 

An online data collection and analysis tool that helps school leadership 

teams maximise school improvement by facilitating the embedded use 

of data by all staff within the school. 




quick guide 

Age Range: 

3–18+years 

Suitable for: 

Parents, Pupils, Teachers, School 

Leadership and Governors 


Group 

Timings: 

Untimed 

8 4 

NB: 

Why not book a free noobligation 

appointment with 

one of our GL Performance 

Consultants to discuss Kirkland 

Rowell Surveys in more detail. 

Call 0191 270 8270 or email 

kr@gl-performance.co.uk now! 

in the spotlight 

Used by over 3,000 schools 

throughout the UK, our parental, 

pupil and staff surveys generate 

management data on all of your 

school’s activities with the 

minimum of fuss, in preparation 

for the inspection and school 

improvement planning process. 

Recommended by both the 

NAHT and ASCL, Kirkland Rowell 

Surveys help school leadership 

teams get the most from their 

self-evaluation process. After 

completion of your choice of 

either online or paper-based 

questionnaires, the data is 

analysed to produce statistically 

reliable reports which monitor the 

changing perceptions of parents, 

pupils and staff. Findings are 

represented in a series of 

easy-to-understand graphs and 

tables, and contain a full evidence 

summary for every school’s selfevaluation 

including: 

How will you capture parent, pupil and 

staff feedback for inspection now? 

Ofsted have advised us that “inspections will give greater 

consideration to the views of parents, pupils and staff as 

important evidence” gathered during an inspection. It is 

therefore imperative that school leadership teams have the 

right tools in place to maximise self-evaluation processes 

and outcomes. 

Since September 2012, Ofsted no longer provides parent 

(unless requested initially, then faded out altogether) or pupil 

paper questionnaires as part of the inspection process. This 

leaves inspectors to draw on the views of parents through 

the Parent View website and through those pupils they 

interview. With so much controversial feedback surrounding 

Parent View, how will you show Ofsted the positive 

comments your parents are saying about you? 

Enhanced with a summary of the 12 areas contained in 

Parent View, ASCL and NAHT recommended Kirkland 

Rowell Surveys establish and monitor the changing 

perceptions of parents, pupils and staff. Our Parent View 

Summary highlights percentage score and sample sizes, 

providing schools with an objective means of putting into 

true perspective any ratings on the Ofsted website, 

demonstrating the opinions of a much larger pool of 

respondents, against those on Parent View. 

Visit www.gl-performance.co.uk/krs for more 

information, sample surveys and case studies 

• a complete Ofsted evidence 

summary for English schools 

• a complete Estyn evidence 

summary for Welsh schools 

• a point-by-point evidence 

summary against each of the 

HMI quality indicators in 

Scotland 

• a complete ETI evidence 

summary for schools in 

Northern Ireland. 

With dedicated primary and 

secondary versions reflecting the 

changing needs and priorities as 

the child gets older, the surveys 

provide you with a truly affordable 

system of self-evaluation that 

delivers swift results on all aspects 

of your school’s performance – in 

a way that empowers your 

school, rather than searching for 

its failings. Surveys are tailored to 

each schools requirements. 

“With this latest news from Ofsted, it 

is more important than ever to 

gather your own stakeholder 

feedback for inspection. In order to 

be prepared for any inspection, we 

strongly recommend that schools 

undertake independent and robust 

stakeholder surveys such as those 

provided by our recommended 

provider Kirkland Rowell Surveys.” 

Jan Webber, Inspection Specialist, ASCL 

Primary 

Price From 

Bespoke Parental survey £395.00* 

Bespoke Pupil survey £355.50* 

Staff survey £279.00* 

Core Parent and Pupil Survey £248.00* 

Core Staff Survey £198.00* 

Discounts apply for multiple surveys 

NAHT Member discounts 

available for Kirkland Rowell 

Surveys. 

Call 0191 270 8270 for details 

Why use Kirkland 

Rowell Surveys? 

• Kirkland Rowell Surveys are the 

only provider to weight your 

results against one of over 60 

averages of similar schools, 

giving your findings true 

meaning and relevance. 

• The surveys enable you to 

establish a baseline of what 

stakeholders think of your 

school, enabling you to monitor 

progress year-on-year, 

demonstrating impact of your 

actions for new Academies and 

school leadership teams. 

• Unique additional analysis 

allows you to monitor the 

satisfaction of pupils’ parents 

from specific groups – for 

instance, those in receipt of 

Free School Meals (FSM). 

• Independent management 

information is delivered that 

identifies problem areas and 

pre-empts the findings of 

school inspections. 

• Kirkland Rowell Surveys create 

a channel for true parental 

involvement, enabling you to 

monitor and respond to the 

changing wants and needs of 

pupils’ parents. 

ASCL Member discounts 

available for Kirkland Rowell 

Surveys. Call 0191 270 8270 

for details 

The following prices are our typical prices for an average school 

*+VAT 

Secondary 

Price From 

Typical Parental survey £750.00* 

Typical Pupil survey £700.00* 

Staff survey £300.00* 

68



Analysis & Interpretation Services 

To help leadership teams realise the full potential of their Kirkland Rowell 

survey data, GL Performance has developed a series of Analysis & 

Interpretation Services for schools that undertake parent, pupil and staff 

surveys. 

While Kirkland Rowell Surveys report data gives you a complete holistic 

overview of what is important to your stakeholders and their priorities for 

school improvement, effective interpretation and analysis of that data 

empowers your school’s leadership team to develop strategies and 

effectively target resources in the areas that really matter. 

Our cost effective services help you identify and understand the key 

outcomes from your school’s most recent Kirkland Rowell parent, pupil 

and staff surveys. These are the ideal choice for those schools looking 

to realise the full potential of their Kirkland Rowell survey data. 

The services also save you considerable time, by highlighting the 

commonalities and differences between each of your key stakeholder 

surveys, allowing you to focus on resulting actions as opposed to 

further data analysis. 

In addition, our Peer Review and Consultancy services partners you with 

an experienced facilitator, offering support to your senior leadership 

team to help prioritise appropriate strategies and improvements plans. 

To enable this level of analysis, schools must allow their facilitator 

access to their Kirkland Rowell Survey data. 

Our Professional Development Services also provide a wide range of 

modules to support school improvement. All have been developed as 3 

hour sessions for maximum flexibility and may be purchased singly, or in 

combination. Specifically tailored for users of Kirkland Rowell Surveys is 

Module D7 – Stakeholder Surveys: Evaluation, Action and Impact.’ (for 

further details see pages 70–71). 

Schools can choose from the following services: 

2. Peer Review Report 

Enhancing the information given in the Combined Executive Summary, 

this service provides additional strategic commentary from the analysis 

of your reports by one of our senior facilitators. 

Additional commentary is added to the key outcomes, identifying areas 

for further investigation and discussion. 

£ 

£ 

£345 +VAT (for 2 surveys) 

£395 +VAT (for 3 surveys) 

3. Follow-Up Consultancy 

An experienced facilitator works with the schools senior leadership team 

to identify the strategic implications for school improvement and key 

questions from the survey. This provides the focus for an in-school 

discussion of 2-3 hours, led by the facilitator, examining appropriate 

strategies and processes, ultimately helping the school to identify and 

prioritise actions. Following the meeting, schools receive a summary 

report of the visit. 

£ 

£ 

From £795 +VAT 

£695 +VAT (with either the Combined Executive or Peer 

Reviewed Report) 

For further details on these services, pricing and discounts 

available, please contact us on: 

T: 0845 602 1937 (option 4) 

E: kr@gl-performance.co.uk 

www.gl-performance.co.uk/stakeholdersurveys 

1. Combined Executive Report 

This is an executive summary integrating the main findings and key 

outcomes of your most recent Kirkland Rowell parent, pupil and staff 

surveys, in one report. 

£ £125 +VAT (for 2 surveys) 

£ £150 +VAT (for 3 surveys) 

A word on Quality Assurance 

To ensure our services have maximum input, our accredited facilitators 

have extensive experience at senior leadership level in schools and are 

all experienced in working with schools on the use of data to inform 

school improvement and review. In addition, our ISO 27001 

accreditation means your data is safe with us. 



Professional Development Modules 

information 

Suitable for: 

All school staff, School Leadership 

Teams and Governors 

Excellent value for 

money: 

Low per person costs and on-site 

training enable us to offer 

excellent value for money at a 

time when budgets are under 

increasing pressure. Modules are 

available at £50 + VAT per person 

(minimum price per module of 

£500 + VAT for up to 10 

participants). The price per 

person is even less when you 

book a module for the maximum 

group size of 20, charged at only 

£750 + VAT – reducing the price 

per person by more than 15%. 

Discounts for bulk bookings are 

available; please request a quote: 

T: 0845 602 1937 (option 3) 

E: pds@gl-performance.co.uk 

As part of our commitment to keep training relevant and make it easily 

accessible to educational professionals, our Professional Development 

Services now offer 63 training modules covering a wealth of topics that are 

important in schools today. 

Each module is delivered by an accredited facilitator with extensive 

experience working in the education sector and in adult facilitation. 

Extending across GL Performance and GL Assessment, the modules are 

divided into six categories, as shown opposite. We have kept the pricing 

and booking system as simple and as flexible as possible so that you are 

able to ‘mix and match’ modules easily from across categories according 

to your school’s or local authority’s requirements. 

This is made even easier by the fact that the length and price of each 

module are exactly the same for all modules. With the exception of L1, an 

online module, each module is delivered during a three-hour, face-to-face 

group session. 

In addition, modules are mapped against the appropriate Ofsted criteria 

and sub-criteria to assist you in matching your module selection to your 

school improvement priorities. 

For further information, including details of the Ofsted mapping, please 

visit www.gl-performance.co.uk/pds or call 0845 602 1937 (option 3). 

Why use PDS? 

• Our professional development modules help ensure that all aspects of 

school improvement can be addressed and resources used to their full 

potential. 

• All modules are delivered by accredited facilitators who work or have 

worked at senior level in schools or local authorities. 

• Flexible ‘mix and match’ system enables you to put together a 

professional development programme that is bespoke to your needs. 

The modular approach 

Choice of modules is very flexible and 

you are free to mix and match 

modules from across six categories. 

Please note that, while many modules 

are stand-alone, others must be taken 

in conjunction with one or more other 

modules. Information on pre-requisite 

learning can be found on our website. 

Coaching 

By placing a coaching ethos at the 

heart of professional development in 

your school, you can help ensure you 

get the best from all your staff. 

Data Interpretation 

The correct analysis and interpretation 

of data is essential to maximising 

school improvement and improving 

pupils’ attainment. Modules focus on a 

wide range of data sources, including 

key resources from GL Assessment, 

such as the Cognitive Abilities Test 

(CAT) (pages 12–20) and Pupil 

Attitudes to Self and School 

(PASS) survey (pages 54–56). 

Leadership & Management 

With 30 individual modules, our 

Leadership & Management category 

reflects clearly the in-depth knowledge 

and myriad of skills required by 

schools leaders and managers today. 

• Participation in our modules can help schools satisfy the requirements of 

the 2012 Ofsted framework. 

• Three-hour sessions make it possible to slot a module in as an afterschool 

session, making Continuing Professional Development (CPD) 

more accessible to school staff and leaders whilst also removing the 

additional need for supply cover. 

• All modules can contribute towards accreditation at Masters level from 

Bath Spa University. 

Teaching & Learning 

The ‘quality of teaching’ has been 

identified in Ofsted’s 2012 inspection 

framework as one of the four areas of 

priority. In line with this, our 

Professional Development Services 

offer four informative modules to 

enhance key classroom and lesson 

observation skills. 

• Offering excellent value for money, our services enable you to fulfil your 

professional development objectives in a cost-effective way. 

• Our Professional Development Services all carry the ISO quality 

management standard. In addition, our ISO 27001 accreditation means 

that your data is safe with us. 

ICT & New Technologies 

The modules within our ICT & New 

Technologies category provide senior 

school leaders and school staff with an 

increased understanding of new 

technologies and how they can impact 

positively on teaching and learning. 

School Governance 

With modules suitable for all school 

governors, our School Governance 

category is designed to help the 

Governing Body become more 

strategic and effective. 

70


Coaching 

(www.gl-performance.co.uk/coaching) 

Gaining Initial Coaching Skills 

C1 Coaching and Mentoring for schools A 

C2 Coaching and Mentoring for schools B 

C3 Coaching and Mentoring for schools C 

Gaining Advanced Coaching Skills 

C4 Advanced Coaching Skills A 

C5 Advanced Coaching Skills B 

C6 Advanced Coaching Skills C 

Supporting Others 

C7 

The foundations of effective mentoring 

Data Interpretation 

(www.gl-performance.co.uk/datainterpretation) 

Getting more from CAT Data 

D2 Using CAT Assessment information effectively A 

D3 Using CAT Assessment information effectively B 

D4 Using CAT data to improve school self-evaluation 

Getting more from Surveys 

D5 Understanding and interpreting the data of a PASS diagnostic audit 

report 

D6 Strategic planning for the use of the PASS diagnostic in schools 

D7 Stakeholder Surveys: Evaluation, Action and Impact 

Getting more from RAISEonline 

D8 An introduction to understanding and using RAISEonline data 

D9 Interpreting the data in the RAISEonline summary report 

Leadership & Management 

(www.gl-performance.co.uk/leadershipandmanagement) 

Middle and New School Leaders 

L1 Self-Awareness A 

L2 Self-Awareness B 

L3 Defining and explaining leadership 

L4 Leadership priorities 

L5 Leading teams A 

L6 Dealing effectively with conflict 

Middle and Senior Leaders 

L7 Motivating others 

L8 Creating a positive school climate 

L9 The inclusive school – SEN leadership 

L10 Vision, values and leadership 

L11 Leading with creativity and innovation 

L12 Effective Team-Working A: Why team-working is important 

L13 Effective Team-Working B: Putting learning into practice 

L14 Effective Team-Working C: Using team time to best effect 

L15 Effective Team-Working D: Team behaviours 

Leading Change 

L16 Change leadership 

L17 Leading change – becoming an Academy 

L18 Project Management 

L19 Leading a systems-thinking school 

L20 Vertical tutoring 

Leading Support Staff 

L21 Effective classroom support staff 

L22 Getting the best from support staff 

Personal Development 

L23 Understanding style and the implications for leadership A 

L24 Understanding style and the implications for leadership B 

L25 Support staff – self-awareness 

L26 Conducting an action research project 

L27 Facilitation for professional development 

School Marketing 

L28 Developing your school's online presence 

L29 Parental and community engagement 

L30 Developing and reviewing school communication strategies 

Teaching & Learning 

(www.gl-performance.co.uk/teachingandlearning) 

The Classroom Experience 

T1 Effective questioning in the classroom 

T2 Pace, progress and performance: Improving classroom 

engagement and learning 

T3 The inclusive classroom 

Supporting High-Quality Teaching 

T4 Classroom observation skills 

T5 

Coaching for teaching and learning 

ICT & New Technologies 

(www.gl-performance.co.uk/ict) 

Improving Skills and Awareness 

I1 Essential ICT skills 

I2 Digital safety and citizenship 

Strategic Planning 

I3 New curriculum, new technologies – new opportunities? 

I4 Social media for schools 

I5 New digital tools 

School Governance 

(www.gl-performance.co.uk/schoolgovernance) 

Strategy and Effectiveness 

G1 The significance of the role of the strategic Governing Body 

G2 Ensuring the effectiveness of individual Governors and the whole 

Governing Body 

G3 Holding an efficient Governing Body meeting 

Monitoring and Evaluation 

G4 Monitoring and evaluation and the Governing Body 

G5 RAISEonline and the Governing Body 

G6 Governing Body self-review 

G7 Governors and Headteacher performance management 

The CAT modules D1–D4 are available for CAT3 (pages 17–18) and 

CAT4 (pages 12–16). 



Schoolcentre 

quick guide 

Suitable for: 

Primary schools, Secondary 

schools, Special schools, 

Independent schools, 

International schools, Academies, 

Clusters and Federations, Local 

Authorities 


Group 

Timings: 

Untimed 

NB: 

Why not book a free noobligation 

appointment with 


Consultants to discuss 

Schoolcentre in more detail. 

Call 0845 602 1937 (option 4) 

or email 

sc@gl-performance.co.uk now! 

Schoolcentre – the comprehensive online solution to simplify 

your self-evaluation, school improvement and performance 

management process, customised your own way. 

Schoolcentre, from GL Performance is a powerful, comprehensive 

solution which over the last 8 years has remained flexible, constantly 

evolving in line with Government changes and education reforms. 

Accessible from any computer with internet access, Schoolcentre 

facilitates whole school improvement by ensuring that vital documents 

are continually up to date, meaning you are always ready for 

inspections, staff reviews and meetings with senior leaders and 

governors. 

How can Schoolcentre help you achieve 

excellence? 

Schoolcentre is tailored around your school’s needs, enabling you to: 

• Centralise access, with unlimited user licences, for all your selfevaluation, 

school improvement and performance management 

activities. This saves administration time and precious budget as an 

all-in-one solution, meaning that you don’t need to buy any other 

complementary systems. 

Schoolcentre 

Modules 

Schoolcentre is comprised of 

three modules, Self-Evaluation, 

Improvement Planning and 

Performance Management. 

All three modules cover each area 

of whole school improvement and 

are intelligently linked together to 

save time and reduce paper trails. 

Using all three modules together 

helps increase school efficiency 

and involve the whole school in 

contributing towards its success. 

Alternatively you may want to use 

and focus on a specific module 

first to suit your school’s immediate 

needs, before introducing other 

modules at a later stage. 

• Collaborate and share your best practice ideas with fellow schools 

locally or nationally, by giving guest access to your account. 

• Tailor your self-evaluation and school improvement processes to the 

needs of your school, thereby being able to allocate your time, staff 

and budget resources more effectively and efficiently. 

• Improve the quality of teaching through comprehensive recording and 

monitoring of staff objective activities, helping you to identify staff 

development opportunities, develop excellent future school leaders 

and reduce staff turnover. 

New for 2013/14! 

Schoolcentre’s Pupil 

Premium tracker enables 

you to record, analyse and 

report on the impact that 

your spending of the pupil 

premium has had on pupil 

progress. 

• Ensure evidence-based action planning, including impact statements, 

is recorded and made centrally available to all users, for immediate 

intervention. 

• Monitor actions to ensure resources are optimised to avoid overdue 

actions and further costs. 

• Prepare and save valuable time to gather and organise evidence 

ready for a short notice inspection, including Kirkland Rowell Surveys 

and pupil tracking data, including CAT, PiM and PiE. 

• Give access to evidence of your progress to inspectors, improvement 

partners and governors to encourage their critical feedback, helping 

to increase whole school engagement and accountability. 

• Produce an ‘Inspection Welcome Pack’ containing a professional SEF 

Summary, Anonymised Lesson Observation Report and Summary of 

actions with impact funded by grants such as the Pupil Premium. 

This saves time, effort and paper so they can monitor and measure 

its impact. 

Go online to view videos, case studies and further information: 

www.gl-performance.co.uk/schoolcentre 

“One of the nice things about 

Schoolcentre is that it provides a one 

stop shop for all our school 

development activity.” 

Gemma Davison, Vice Principal, 

Methodist College, Belfast 

Annual Subscriptions for our 

Modules start from: *+VAT 

Primary Schools £300.00* 

Secondary Schools £600.00* 

Self-Evaluation, Improvement Planning 

and Performance Management modules 

available. 

Costs are dependent upon module 

choices, pupil size and license period. 

There is an additional one-off charge for 

1 day onsite training for Senior Leaders. 

Please call 0845 602 1937 for further 

information on prices and to book a 

free demonstration. 

72


GO 4 Schools 

quick guide 

Age Range: 

4–18 years 

Suitable for: 

Teachers, School Leadership 

Teams and Governors 


Group 

Timings: 

Untimed 

8 4 


Cognitive Abilities Test (CAT) 

See pages 12 – 20 

NB: 

Why not book a free no 

obligation appointment with 


Consultants to discuss GO 4 

Schools in more detail. 

Call 0845 602 1937 (option 4) 

or email 

info@gl-performance.co.uk 

GO 4 Schools is an online web application 

designed to help School Leadership Teams 

plan, facilitate, monitor and evidence school 

improvement. It achieves this by delivering 

clear, real-time statistics (including VA, EBacc, 

subject pass rates, APS and Capped APS 

points, etc), plus evidence in the form of raw 

data about each subject, class, focus group 

and student in your school. 

GO 4 Schools provides staff with easy access to real-time, cross-curricular 

assessment, attendance and behaviour information. Its joined-up 

approach streamlines progress reporting, intervention planning and the 

analysis of school data, freeing up valuable time to support pupils and 

colleagues. For example, identifying students whose disruptive behaviour 

may be affecting the learning and progress of other students in their 

groups takes just seconds. 

Pupils and parents can also log on and see up-to-date information about 

how they/their children are progressing in school on a daily basis. This 

boosts parental engagement, encouraging them to provide the right 

support from home to help reduce challenging behaviour and to get more 

involved in their child’s education, ultimately boosting progress. 

This powerful tool works in conjunction with your Management Information 

System (MIS), and allows all staff, students and parents to benefit from 

your school’s hugely valuable data resources in ways that simply aren’t 

possible with your MIS alone. 

Go online to view case studies and further information: 

www.go4schools.com 

Why use GO 4 

Schools? 

• GO 4 Schools provides instant 

access to consistent, timely and 

detailed assessment data so you 

can have a clear, up-to-theminute, 

shared view of pupil 

progress. 

• GO 4 Schools enables school 

staff to quickly identify groups of 

pupils needing additional 

support, so that fast and specific 

interventions can be put in place. 

• The online tool helps parents 

provide the right level of support 

at home, through access to upto-date 

information on how their 

children are progressing in 

school. 

Prices start from as little as £3 per pupil 

Additional Options include Behaviour 

Tracking Module and Parental 

Engagement to give access online to 

their sons or daughters progress. 

Please call 0845 602 1937 for an 

estimate or further information on 

prices. 

GO 4 Schools links neatly in with our Cognitive Abilities Test 

(CAT) (pages 12–20), since data from CAT can be fed into GO 4 

Schools and analysed against all other assessment and target data. 


REAL TRAINING 

Make a positive difference 

join us 

Target Audience: 

Real Training has 

courses for teachers, 

SENCOs, tutors, HLTAs, 

psychologists, therapists 

and assistants. 

Course dates: 

NASCO and MEd 

courses start every 

September, January and 

May. 

CCET and CPT3A 

online courses start at 

any time. See CPT3A 

section for current threeday 

intensive dates and 

locations and check the 

website for updates. 

Visit 

www.realtraining.co.uk 

for customer testimonials, 

brochures and to book. 

Call Hayley on 

01273 35 80 80 

We believe that together we can improve the lives of children. 

We founded Real Training to help you make a positive difference 

to the children and young people you work with. We do this by 

developing innovative and high quality training courses. We use 

new technology when it improves the training we offer. By building 

networks of talented and like-minded people we know we can 

make a positive difference. Join us. 

Certificate in Psychometric 

Testing, Assessment and 


(CPT3A) 

This course meets all the Joint Council 

for Qualifications (JCQ) criteria for 

teaching staff to become specialist 

assessors and write reports for Access 

Arrangements. Courses are online with 

flexible start dates or three-day intensive: 

November 2013 - Stratford-upon-Avon 

January 2014 - Manchester 

March 2014 - London 

April 2014 - Birmingham 

June 2014 - Manchester 

July 2014 - (venue TBC) 

October 2014 - Manchester 

October 2014 - London. 

Certificate of Competence in 

Educational Testing (CCET) 

On completion of the course you 

will be eligible to enrol on the British 

Psychological Society’s Register of 

Qualifications in Test Use. You will then be 

able to purchase psychometric tests 

that would otherwise be restricted. Online 

and three-day intensive face-to-face 

options. 

National Award for SEN 

Coordination (NASCO) 

This Award is a statutory requirement 

for all new SENCOs and excellent 

professional development for 

experienced SENCOs. Real Training is a 

DfE approved provider. This flexible and 

supportive online course also contributes 

one-third of the credits (60) towards the 

MEd (SEND) qualification. 

MEd (SEND) Programme 

A range of Masters-level online modules 

delivered by experienced practitioners. 

Module areas include: Dyslexia; Autism; 

Speech Language and Communication 

Needs; Listening to Children and 

Parents; and Dynamic Assessment. The 

module allow you to learn from experts 

and your daily practice, and encourage 

you to feed that into your practice, 

benefitting you and those you are 

working with. The PGCert, PGDiploma 

and MEd (SEND) were developed and 

are delivered and assessed by Real 

Training, awarded by and quality assured 

by Middlesex University. 

74

BUYING GUIDE 

Buying Guide 

The following buying guide has 

been put together to outline the 

items you will need to purchase in 

order to administer both the paper 

and digital versions of our core 

assessments: Progress in English, 

Progress in Maths, New Group 

Reading Test and Verbal and Non- 

Verbal Reasoning. Please note that 

a full buying guide for our 

Cognitive Abilities Test: Fourth 

Edition is outlined on page 14. 

The tables opposite highlight which 

items you need to buy for each 

test and for the right age group/s 

(see relevant product pages to find 

out which age group level/s you 

need). Each of these items are 

explored in further detail here: 

• Pupil Booklets: Test question 

booklets for each pupil. 

• Teacher Guide Pack: Contains 

teacher’s guide, administration 

information, scoring and 

reporting details and technical 

information. 

• Scoring & Reporting Service: 

Schools can choose from a 

range of scoring & reporting 

options, all of which deliver fast 

and accurate results in a range 

of reports. See individual 

product pages for further details. 

• Digital Individual 

Administrations: This is the 

individual test administration for 

each pupil. A comprehensive 

report for teachers is included 

as standard when testing 

digitally. 

• Online Marking Tool: Offers a 

higher level of accuracy than 

scoring by hand, whilst reducing 

marking time significantly. 

A range of basic reports are 

produced along with the option 

of requesting further reports and 

data files at an additional cost. 

N.B. For Progress in English (PiE) 

there is an optional Long Form 

Pupil Booklet. This includes open 

response comprehension and 

writing tasks for schools that wish 

to test at a greater length. 

* Compulsory purchase 

** Highly recommended 

Progress in English (PiE) – pages 34–35 

Paper Items How many Can I re-use Price 


Teacher Guide Pack* (Levels 5–14) 1 per school Multiple use £25.00 

Pupil Booklets* – Pack of 10 (Levels 5–14) 1 per pupil Single use £15.00 +VAT 

Long Form Pupil Booklets** – Pack of 10 (Levels A–G) 1 per pupil Single use £15.00 +VAT 

Scoring & Reporting Service – various options** (Levels 5–14) 1 per pupil N/A various 

Digital Items 

Teacher Guide Pack* 1 per school Multiple use £25.00 

Individual Administrations* (Levels 7–11) 

(Minimum of 10 administrations required) 1 per pupil Single use £5.30 +VAT 

Progress in Maths (PiM) – pages 48–49 



Teacher Guide Pack* (Levels 4–14) 1 per school Multiple use £25.00 

Pupil Booklets* – Pack of 10 (Levels 4–14) 1 per pupil Single use £15.00 +VAT 

Scoring & Reporting Service – various options** (Levels 4–14) 1 per pupil N/A various 

Digital Items 


Individual Administrations* (Levels 6–14) 


New Group Reading Test (NGRT) – pages 26–29 




Pupil Booklets – Equivalent Form Tests* – Pack of 10 (Levels 1–4B) 1 per pupil Single use £13.80 +VAT 

Scoring & Reporting Service – various options** (Levels 1–4B) 1 per pupil N/A various 

Digital Items 

Individual Administrations* (Administration Form A and Form B) 


Verbal and Non-Verbal Reasoning (VR and NVR) – pages 22–25 



Teacher Guide Packs* (Levels 8&9, 10&11, 12&13 or 12–14) 1 per school Multiple use £22.50 

VR Pupil Booklets* – Pack of 10 (Levels 8&9, 10&11, 12&13) 1 per pupil Single use £18.00 +VAT 

NVR Pupil Booklets* – Pack of 10 (Levels 8&9, 10&11, 12–14) 1 per pupil Single use £22.50 +VAT 

Online Marking Tool (OMT)** (Levels 8–13 or 8–14) 1 licence Mulitple use £80.00 +VAT 

Digital Items 

VR Teacher Guide Packs* (Levels 8&9, 10&11, 12&13) 1 per school Multiple use £22.50 

NVR Teacher Guide Packs* (Levels 8&9, 10&11, 12–14) 1 per school Multiple use £22.50 

Individual Administrations* (Minimum of 10 administrations required) 

VR (Levels 8&9, 10&11, 12&13) 1 per pupil Single use £3.75 +VAT 

NVR (Levels 8&9, 10&11, 12–14) 1 per pupil Single use £3.75 +VAT 

VR & NVR combined (Levels 8&9 or 10&11) 1 per pupil Single use £6.40 +VAT 

VR & NVR combined (Levels 12&13 and 12–14) 1 per pupil Single use £6.50 +VAT 


PLACING YOUR ORDER 

Placing your Order 

Customer registration 

All customers must register with us before placing an order. 

Registration is a one-off process, we ask you to demonstrate your 

professional qualifications (see page 78–79). The information you 

provide enables us to identify which assessments you are eligible to 

gain access to and administer. 

NB. Registration forms can also be downloaded from our website 


Once you have registered, you will be given a unique ID number. This 

number is stored on your account and activated each time you contact 

us. Your customer profile can be updated at any time by calling our 

Customer Services Team on 0845 602 1937. 

There are six ways to order 

1 Through our online shop – www.gl-assessment.co.uk 

2 By Post – using an GL Assessment order form (see page 77). Please 

ensure that titles, quantities and product codes are all clearly visible. 

3 By Fax – on 0845 601 5358 (or for International orders – 

+44 (0) 1793 611791) Simply fax your order direct to our Order 

Processing Department. 

4 By Direct Order Line – on 0845 602 1937 

Please have titles, quantities and product codes ready. 

5 Through your local Area Consultant – please see pages 4–5 for 

details. 

6 By email – at the following address: info@gl-assessment.co.uk 

(For International Orders email: international@gl-assessment.co.uk) 

Two ways to pay 

1 Payment with order (cheque or Visa/Mastercard). Please quote the 

cardholder’s name, if different, and the registered cardholder’s 

address. 

2 By requesting an invoice if you have an account with us (all schools 

and authorities in the UK have an account). Please quote your official 

order number – orders submitted without one may have to be 

returned. 

Terms and conditions of sale 

GL Assessment reserves the right to amend details, prices, packaging 

and withdraw products without prior notice. GL Assessment also 

reserves the right to amend publishing release dates for new resources. 

Payment terms are 30 days net from invoice date. Please notify us of 

queries on our invoices immediately, quoting the invoice number. 

Claims for non-delivery, shortage or damage should be made in writing, 

quoting the account and invoice numbers (a) within 3 days of receipt for 

shortage or damage and (b) within 21 days of invoice for non-delivery. 

With all queries/claims to our Customer Support and Advisory Service, 

invoice numbers should be quoted. Please note that we are unable to 

accept returns, unless faulty, after 30 days of receipt. 

Ownership of goods 

It is a condition of sale that ownership of goods shall not pass to the 

buyer until payment is received by the Company. Some of our products 

contain photocopiable materials; however, until full payment is received, 

all photocopy restrictions remain in force. If payment is not received 

within a reasonable period, the Company may repossess the unpaid-for 

goods. 

Pricing 

All prices quoted in the catalogue are correct at the time of going to 

press but are subject to change without notice. VAT is chargeable at the 

standard rate (20% at the time of going to press) on all items marked * 

in this catalogue. Please note that on all items, including those zerorated 

for VAT, any plastic wallets have been supplied free of charge. 

Returns 

Sales are made in good faith. If you wish to request a return, please call 

us on 0845 602 1937, giving your account number, invoice date and 

number and reason for return. Goods returned must be in ‘resaleable 

condition’. Unauthorised returns and returns after 30 days of invoicing 

will not be accepted. 

Customers who are VAT exempt or zero-rated must provide copies of 

appropriate documentation, endorsed by Customs & Excise, in order for 

VAT not to be charged on consumable product. 

Postage and packing 

For those sending payment with order, please add a flat rate of £4.25 

(exc. VAT) to your total. If you are not enclosing payment or ordering 

from outside the UK, you will be charged the full cost of postage, based 

in weight and delivery date. 

For those paying on account, postage and packing is added to your 

invoice. 

Please Note – it is an offence to photocopy our Answer Sheets (except where stated). 

All our material is protected by copyright. 

76

ORDER FORM 

order form 

To order any of our assessments, fill in your details, the name of the resource(s) you want to order, and add the relevant product code(s) and price(s). 

You can then either send it to the FREEPOST address below, or fax it to us on 0845 601 5358. (Fax number for customers outside the UK: +44 (0) 1793611791) 

Title Code Unit Price Quantity Cost 

Sub Total 

*Postage and Packaging 

VAT 20% 

Grand Total 

UK ORDERS Some prices may be subject to VAT. Please provide your VAT number if VAT is not to be charged. 

* 

Add £4.25 if you are enclosing payment with your order. If you are not enclosing payment, you will be charged 

the full cost of postage, which is based on weight and delivery date required. 

INTERNATIONAL ORDERS Postage will be based on weight and country of origin. For a precise quote, please 

call +44 (0)208 996 8440/5 or email international@gl-assessment.co.uk 

Your details 

VAT No. 

Delivery Date: 

First name 

Job title 

Address 

Surname 

Establishment 

Title 

Telephone 

email 

Postcode 

Fax 

I authorise you to debit my Visa / Mastercard 

Amount £ 

Visa / Mastercard No. 

Expiry date 

Name on card 

Please invoice me 

Amount £ 

Official Order No. 

Paying Authority / School 

School’s VAT No. 

Name 

Address 

If you are a private school or private company and do not receive government funding, 

please either tick the box below to receive an application for a credit account, register 

your details online at www.gl-assessment.co.uk or include payment with your order. 

If cardholder’s name and address differs from the above, 

please complete. 

Yes, I would like to receive special offers and news from GL Assessment 

Return your order to GL Assessment, FREEPOST LON16517, Swindon, SN2 8BR 

Further enquires T 0845 602 1937 F 0845 601 5358 info@gl-assessment.co.uk 


CUSTOMER REGISTRATION FORM 

customer registration form 

We take every reasonable measure to preserve the integrity and security of our assessments. In 

line with British Psychological Society procedures, all our customers are required to register with 

us before they purchase an assessment. The information that you give us about your 

qualifications, training and the institution in which you work, enables us to identify which class 

of assessment you are eligible to use. Please use the form below to register as a 

GL Assessment customer. Do give as much information as possible about your relevant 

qualifications and experience. 

Registration is a one-off process. Once it is complete, you will be allocated a unique ID number. 

This number is stored with your customer details and is activated each time you contact us. Your 

registration details can be updated at any time by calling our Customer Services team on 

0845 602 1937. 

Section 1 – Personal Details 

First name 

Job title 

Work/School Address 

Telephone 

Email 

Surname 

Return your completed form to: 

Customer Registrations, 

GL Assessment, 

Freepost London 16517, 

Swindon, 

SN2 8BR. 

NB (1) : If you are registering as a school, and have completed sections 1 and 2, you do not need to include 

any further details. If you are not buying assessments on behalf of a school, please complete sections 1, 

3 and 4 and enclose photocopies of your qualification certificates. 

NB (2) : If you are a private school or private company and do not receive government funding, please either 

tick the box provided to receive an application for a credit account, or register your details online at 


Employer’s/School Name (Trading name if self-employed) 

Postcode 

Go to Section 2 for Schools. Go to Section 3 for Health, Social Care and Specialist Assessments. 

Section 2 – School Information 

Which of these best describes your current institution? (tick where appropriate) 

Agent 

Infant School 

Bookshop 

Primary School 

Nursery School 

Secondary School 

Fax 

Independent School 

Special School 

LA 

Title 

Independent Consultancy 

Learning Support Service 

Other – please state 

Please state your school’s DFE number 

What is your school’s status? 

BFPO 

State School 

LA Maintained 

Independent School 

Academy 

PRU 

Please send me further information on the following topics: 

Assessment 

Educational Psychology 

SEN 

Behaviour 

Child Ability 

Mental health 

Speech and Language Therapy 

Child development 

Literacy 

Numeracy 

Early Years 

School improvement 

Staff development 

Performance Management 

Senior Leadership 

Self Evaluation 

Section 3 – Health, Social Care and Specialist Resources 

Which of these best describes your current institution? 

Agent 

NHS Trust 

Charity 

Other Hopsital 

Children’s Centre/Nursery 

School 

Educational Psychology Service 

University/College 

GP Surgery 

Health Authority 

Please send me further information on the following topics: 

Child Psychology and Mental Health 

Personal and Social Development 

Speech and Language 

Specific Learning Difficulties 

Neuropsychology 

OFFICIAL USE ONLY 

Reader Number 

Registered Test User Code 

PLEASE ENSURE THAT YOU HAVE COMPLETED BOTH 

PAGES OF THIS FORM 

78

CUSTOMER REGISTRATION FORM 

Section 4 – Membership/Qualifications/Training/Experience 

Professional Membership 

Please list membership of professional bodies, specifying type of membership. 

customer registration form 

Academic Qualifications 

Please give full details of qualification and subject. If none, please write ‘none’. 

Note that the information you give here will determine which services you will be 

able to take advantage of, so please provide as much detail as possible. 

Qualification Subject Institution Date Certificate Enclosed 

Relevant Further Training 

e.g. Postgraduate Certificate in Education, psychology qualification. 

Please give full details of qualification and subject. 

If none, please write ‘none’. 

Course Attended Training Provider Date 

Certificate Enclosed 

Experience of Testing 

Please give details of any tests you have used and whether you administered and/or interpreted 

them. Again please provide as much detail as possible. 

We store your data to ensure that you are kept fully informed of our products and services. Your data is protected and not passed onto third parties. If you would not 

like to receive further information from companies within the Granada Learning Group, please tick the box. 

Tick here if you would like to receive occasional updates about our assessments, products and services. 

Signature 

Date 

OFFICIAL USE 

ONLY 

Reader Number 

Registered Test User Code 

PLEASE ENSURE THAT YOU HAVE COMPLETED BOTH 

PAGES OF THIS FORM 


INTERNATIONAL DISTRIBUTORS 

International Distributors 

Asia 

China 

Beijing Star Kids Children's Bookstore 

Room 2803, Block D 

Xingyuan International Apartment 

No 222, Wangjing Xiyuan 

Chaoyang District 

Beijing 

People’s Republic of China 

Postal Code 100102 

Tel: +86-10-8472-7131 

Fax: +86-10-8472-7756 

alex@starkidschina.com 

Blue Fountain Inc 

No 3, 377 Chen Hui Road Pudong, 

Shanghai, PR China 201203 

Tel: 86 21 38953835 

Fax: 86 21 38958805 

service@51eng.com 

www.51eng.com 

Hong Kong 

Artsberg Enterprise Ltd 

Room 1611, 16/F, Nan Fung 

Commercial 

19 Lam Lok Street, 

Kowloon Bay, Kowloon 

info@artsberg.com.hk 

www.artsberg.com.hk 

Transglobal Publishers Service Ltd 

27-E Shield Industrial Centre 

84/92 Chai Wan Kok Street 

Tsuen Wan 

New Territories 

Hong Kong 

Tel: (852) 2413 5322 

Fax: (852) 2413 7049 

info@transglobalpsl.com 

www.transglobalpsl.com 

India 

Overleaf 

4741/23 Ground Floor 

Ansari Road 

Daryaganj 

New Delhi 110002 

India 

Tel: 9999797190 

overleaf@airtelmail.in 

Indonesia 

Limma Bookshop & Library 

Jl Warung Buncit Raya No.98 

Lot #9 Pejanten Baret-Jakarta Selatan 

JAKARTA, 12510 

Tel: (021) 7919-2110 

indonesiainquiry@limma.co.id 

Malaysia 

APD Kuala Lumpur 

No. 22, 24 & 26 Jalan SS 3/41 

47300 Petaling Jaya 

Selangor Darul Ehsan 

Malaysia 

Tel: (60) 3 7877 6063 

Fax: (60) 3 7877 3414 

liliankoe@apdkl.com 

Singapore 

APD Singapore Pte Ltd 

52 Genting Lane 

Ruby Lande Complex 1 

Singapore 349560 

Tel: (65) 6749 3551 

Fax: (65) 6749 3552 

apdacad@apdsing.com 

Principals Academy 

9 Woodlands Ave 9 

Republic Polytechnic 

Blk E1 Level 4 

Singapore 738964 

Tel: (65) 6363 0330 

Fax: (65) 6363 0220 

info@pai.sg 

www.pai.sg 

Vietnam 

Ho Chi Minh Book Dist Corp 

(FAHASA) 

60-62 Le Loi Street 

District 1 

Ho Chi Minh City 

Vietnam 

Tel: (84) 88 297 638 

Fax: (84) 88 225 795 

fahasa-sg@hcm.vnn.vn 

Australasia 

Australia 

ACER 

19 Prospect Hill Road 

Camberwell 

Victoria 3124 

Australia 

Tel: 0061 39277 5447, 

1800338402 (toll free) 

sales@acer.edu.au 

www.acer.edu.au 

New Zealand 

NZCER 

PO Box 3237 

Wellington 6140 

Tel: 04-802 1450 

Fax: 04-384 7933 

sales@nzcer.org.nz 

Caribbean 

Mallory International Ltd 

Aylesbeare Common Business Park 

Exmouth Road, Aylesbeare 

Devon EX5 2DG United Kingdom 

Tel: +44 (0)1395 239199 

info@malloryint.co.uk 

Middle East 

United Arab Emirates 

Magrudy Enterprises LLC 

Street 20, Al Khabaisi 

Al Ittihad Rd (Dubai/Sharjah Rd) 

PO Box 1155, Dubai, UAE 

Tel: +971 4 297 4321 

Fax: +971 4 297 9703 

richard.rego@magrudy.com 

Egypt 

Unlimited Press 

16 Nagy Farid St. 

Dokki, Giza 

Tel: 02-33356516, 010-6145918 

safa_mostafa@unlimitedpress.net 

Bahrain and Saudi Arabia 

The Bookcase 

PO Box 31084 

MANAMA 

Bahrain 

Tel: 010 973 690566 

bookcase@batelco.com.bh 

Kuwait 

IQRA Trading Co 

PO Box 5445 

Safat 

Kuwait 

Tel: 974 582 8939 

mwilson@iqratrading.com 

Africa 

South Africa 

Juta Education 

Juta & Company 

1st Fl. Sunclare Building 

21 Dreyer Street 

Claremont 7708 

Tel: +27 (0)21 659 2584 

Fax: +27 (0) 21 6592662 

Contact: Lynn Campbell 

Lcampbell@juta.co.za 

www.juta.co.za 

Kenya, Zimbawe, Ghana 

Mallory International Ltd 

Aylesbeare Common Business Park, 

Exmouth Road, Aylesbeare, 

Devon EX5 2DG United Kingdom 

Tel: +44 (0)1395 239199 

info@malloryint.co.uk 

Nigeria 

Booksville 

Barcelos Mall 

66 Isaac John Street G R A 

Ikeja 

LAGOS 

Tel: 00234-1 7763122 

Nigeria 

South America 

Chile 

Books and Bits 

Av. Apoquindo # 6856 

Las Caondes 

Santiago 

Chile 

Tel: 005622109100 

UK Exporters 

CES Holdings Ltd 

Unit 11 

Shepley Industrial Estate (South) 

Audenshaw 

MANCHESTER 

M34 5EX 

Tel: +44 (0)161 337 9337 

info@cesholdings.co.uk 

Equip My School 

Chapel Lane 

East Kirkby 

Spilsby 

Lincolnshire 

PE23 4BZ 

Tel: +44 (0)141 4161216 

service@equipmyschool.com 

www.equipmyschool.com 

Worldwide Book Suppliers 

2 Deacon Road 

Lincoln 

LN2 4JB 

Tel: +44 (0)1522 541748 

service@worldwideschoolsupplies.com 

80

Index 

Area Consultants..........................................................................................4-5 

Assessment Solutions ...............................................................................8–9 

Black Box Series .............................................................................................66 

British Picture Vocabulary Scale: 3rd Edition.......................................37 

British Spelling Test Series: Second Edition .........................................44 

Buying Guide ..................................................................................................75 

CAT4: Welsh Edition / Prawf Gallu Gwybyddol 4: 

Argraffiad Cymraeg ......................................................................................16 

CAT Analysis & Interpretation Services ...........................................19-20 

Cognitive Abilities Test: Third Edition (CAT3) ................................17-18 

Cognitive Abilities Test: Fourth Edition (CAT4).............................12-15 

Cornwall Learning Skills for Life Programme, The.............................60 

Customised Assessments.....................................................................10-11 

Diagnostic Test of Word Reading Processes ........................................36 

Dyscalculia Screener Digital & Dyscalculia Guidance ......................53 

Dyslexia Portfolio ..........................................................................................52 

Dyslexia Screener Digital & Dyslexia Guidance..................................51 

Emotional Literacy: Assessment and Intervention ...........................63 

Further Education Reasoning Test Digital ............................................21 

Gaelic Phonological Screening Test........................................................40 

GL Assessment Introduction ...................................................................2-3 

GL Performance Introduction...................................................................67 

GO 4 Schools...................................................................................................73 

International Distributors...........................................................................80 

Kirkland Rowell Surveys..............................................................................68 

Kirkland Rowell Surveys Analysis & Interpretation Services..........69 

Let’s Think! Series ....................................................................................64-65 

Measures of Children’s Mental Health 

& Psychological Wellbeing.........................................................................61 

Measuring Success in Maths .....................................................................50 

Mental Mathematics 6-11 ..........................................................................50 

Neale Analysis of Reading Ability ...........................................................42 

New Group Reading Test......................................................................26-27 

New Group Reading Test Digital .......................................................28-29 

Non-Verbal Reasoning ..........................................................................24-25 

Paediatric Index of Emotional Distress, The.........................................62 

PASS Analysis & Interpretation Services................................................56 

Phonological Assessment Battery...........................................................39 

Professional Development Modules................................................70-71 

Progress in English .................................................................................34-35 

Progress in Maths....................................................................................48-49 

Pupil Attitudes to Self and School (PASS) ......................................54-55 

Reading Now ..................................................................................................41 

Reasoning 5–7 Test Series ..........................................................................21 

Sandwell Early Numeracy Test – Revised..............................................46 

Sandwell Early Numeracy Test KS2–KS3 ...............................................47 

Schedule of Growing Skills ........................................................................57 

Schoolcentre...................................................................................................72 

Single Word Reading Test 6-16.................................................................42 

Single Word Spelling Test ...........................................................................43 

Spatial Reasoning..........................................................................................25 

Suffolk Reading Scale ..................................................................................38 

Teaching Talking............................................................................................40 

Verbal Reasoning ....................................................................................22-23 

WellComm Toolkit ..................................................................................58-59 

Wordchains......................................................................................................41 


Early Reading and Passage reading Primary.................................30-31 


Passage Reading Secondary...............................................................32-33 

Measuring Success in Science ..................................................................45 

Find your Area Consultant on pages 4–5 Tel: 0845 602 1937 www.gl-assessment.co.uk 81 2

GL Assessment 9th Floor East, 389 Chiswick High Road, London W4 4AL 

T +44 (0)20 8996 3333 F +44 (0)20 8742 8767 E info@gl-assessment.co.uk 


GLA700

educational assessments

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