1 - GL Assessment

celebrating over 

30 y e a r s 

of delivering 

trusted assessment 

solutions 

educational assessments 

primary and secondary catalogue 2011/12 

Cognitive 

Abilities 

Test 

Progress 

in 

English 

New 

Group 

Reading 

Test 

Pupil 

Attitudes 

to Self and 

School 

Progress 

in Maths 

www.gl-assessment.co.uk

Providing assessment solutions 

for children’s education, 

mental health and wellbeing 

Getting in touch... 

GL Assessment 

 

 

 

 

 

 

 

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 

To place an order: 

+44 (0) 845 602 1937, option 1 

General enquiries: 

+44 (0) 208 996 8440/5 

international@gl-assessment.co.uk 

Post orders to: 

GL Assessment, 

FREEPOST LON16517 

Swindon, SN2 8BR 

GL Assessment is a leading provider of integrated assessment 

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, more recently, 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, 

interpretation and analysis 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 Granada Learning Group. 

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

Contents 

Area Consultants................................................2–3 

GL Assessment Introduction ...............................4–5 

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

Assessment Solutions.......................................8–12 

Reasoning ......................................................12–21 

Literacy..........................................................22–39 

Numeracy.......................................................40–44 

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

Pupil Attitudes ...............................................46–48 

Special Educational Needs ..............................49–53 

Early Intervention ...........................................54–55 

Personal and Social Development....................56–61 

Thinking Skills................................................62–64 

Assessment for Learning ......................................65 

GL Performance ..............................................66–71 

NAHT Assessment Packages ................................72 

Order Form .....................................................74–76 

Index ...................................................................77 

Look out for our key assessments . . . 

Cognitive Abilities Test 

(CAT) 

predict pupils’ 

potential 

Progress in English 

(PiE) 

identify pupils’ 

specific strengths 

and needs in 

English 

Progress in Maths 

(PiM) 

use diagnostically 

to identify pupils’ 

needs in relation to 

number and shape 

Page 

12 

Page 

22 

Page 

40 

Pupil Attitudes to Self 

and School (PASS) 

understand pupils’ 

behaviour 

New Group Reading 

Test (NGRT) 

screen and monitor 

the reading ability 

of a whole class 

Suffolk Reading 

Scale (SRS) 

assess reading at 

sentence level 

Page 

46 

Page 

26 

Page 

28 

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 

demonstrate the latest assessments to 

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 

1 

Find your Area Consultant on pages 2–3 Tel: 0845 602 1937 www.gl-assessment.co.uk 

1

Area Consultants 

Area Consultants 

To find your local Area Consultant, 

please use the colour-coded map 

below. 

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. 

For international enquiries, please call 

+44 (0)208 996 8440/5 or email 

international@gl-assessment.co.uk 

2

East Scotland 

Linda Hearton 

Aberdeen City, Aberdeenshire, Angus, Argyll and Bute, City of Edinburgh, 

Clackmannanshire, Dumfries and Galloway, Dundee City, East Lothian, Eilean Siar, 

Falkirk, Fife, Highland, Midlothian, Moray, North Lanarkshire, Orkney Islands, Perth and 

Kinross, Scottish Borders, Shetland Islands, South Lanarkshire, Stirling and West 

Lothian 

Tel: 0131 551 2425 Mobile: 07850 034 584 

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

Area Advisor: Mandy Pritchard – Tel: 0845 602 1937 

West Scotland 

Frank Devine 

East Ayrshire, East Dunbartonshire, East Renfrewshire, Glasgow City, Inverclyde, North 

Ayrshire, Renfrewshire, South Ayrshire, West Dunbartonshire 

Tel: 0141 334 4918 Mobile: 07788 914 954 

E-Mail: frank.devine@gl-assessment.co.uk 

Area Advisor: Susan Giles – Tel: 0845 602 1937 

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: Maureen Carroll – Tel: 0845 602 1937 

North West England & North Wales 

Barbara McHugh 

Blackburn, Blackpool, Bolton, Bury, Cheshire, Conwy, Cumbria, Denbighshire, Derby 

City, Derbyshire, 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: Claire McAstocker – Tel: 0845 602 1937 

South Wales 

Nikki Kidd 

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

Carmarthenshire, Ceredigion, Herefordshire, 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 and Central Southern England 

Esther Partridge-Warner 

Bracknell Forest, Buckinghamshire, Dorset, Dudley, Gloucestershire, Hampshire, Isle of 

Wight, Milton Keynes, Oxfordshire, Portsmouth, Reading, Royal Borough of Windsor & 

Maidenhead, Sandwell, Shropshire, Slough, Southampton, Swindon, Staffordshire, 

Stoke-on-Trent, Telford and Wrekin, Walsall, West Berkshire, Wiltshire, Wokingham, 

Wolverhampton, Worcestershire 

Tel: 01886 887846 Mobile: 07818 512310 

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

Area Advisor: Claire MacAstocker – Tel: 0845 602 1937 

East Midlands 

Tina Plail 

Birmingham, Cambridgeshire, City of Nottingham, Coventry, Leicester City, 

Leicestershire, Lincolnshire, Norfolk, Northamptonshire, Nottinghamshire, Peterborough, 

Rutland, Solihull, Suffolk, Warwickshire 

Tel: 0116 287 9829 Mobile: 07500 605 577 

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

Area Advisor: James Fisher – Tel: 0845 602 1937 

South West England 

Nikki Scarisbrick 

Bournemouth, Cornwall, Devon, Guernsey, Isles of Scilly, Jersey, Plymouth, Poole, 

Somerset, Torbay 

Tel: 01934 712 169 Mobile: 07889 530 164 

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

Area Advisor: Loraine Philpott – 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, Luton, Newham, Redbridge, Southend, 

Thurrock, Waltham Forest, Westminster 

Tel: 0208 360 4958 Mobile: 07787 280 783 

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

Area Advisor: Loraine Philpott – Tel: 0845 602 1937 

South London, 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: Sandie Green – Tel: 0845 602 1937 

Southern Ireland 

ETC Consult 

Tel: 00353 14972067 

E-Mail: etcc@iol.ie 

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

3


GL Assessment – An Introduction 

For over 30 years, GL Assessment has 

provided rigorous and high-quality 

assessments for children’s education, mental 

health and wellbeing. Today we lead literacy, 

numeracy and ability testing in UK schools and 

have delivered over 3 million online tests to 

children 1 . 

Originally founded by the National Foundation for Educational 

Research (NFER), GL Assessment has been a division of the 

Granada Learning Group since 2000. 

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

standardised test of emotional literacy in the UK and have worked 

together with numerous leading organisations to create assessments 

that incorporate the very latest thinking and research. We are the official 

assessment provider of the National Association of Head Teachers 

(NAHT) and some of our partners include King’s College London, the 

University of York, the University of Michigan and the Australian Council 

for Educational Research. 

More than just a test 

At GL Assessment, we understand that assessment is not just about 

taking a test; it is about continually using assessment data to respond 

quickly to the needs of every child at every stage of his/her learning and 

development. We therefore take a very joined-up approach; one that 

provides our customers with a comprehensive range of services that 

ensures they can receive, interpret and use the assessment data to its 

full potential. Encompassing scoring, reporting, customised testing, 

interpretation and analysis, our assessment services compliment and 

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

assessment needs. 

It is now crucial that assessment focuses on the child ‘as a whole’ 

rather than purely on his/her academic ability. Our comprehensive 

portfolio reflects this by providing assessments that: 

• measure knowledge, understanding and progress 

• measure ability and how children think in different situations and 

contexts 

• help diagnose and monitor additional educational needs 

• help identify and develop the social, cognitive and emotional 

intelligence that is essential to a child’s personal and social 

development 

• contribute to the understanding of children’s mental health 

• focus on child development 

1 

As at August 2011 

• aid early identification and intervention of speech, language and 

communication difficulties 

A complete approach to assessment 

Often, an assessment solution needs to involve a number of 

assessments that together address a specific purpose or a particular 

need. With this in mind, it does not make sense that we create 

assessments that only work as a single, separate resources. A more 

joined up approach is required: one that focuses on assessments that 

are able to gel together to satisfy a broad range of requirements. 

GL Assessment strives to provide teachers and SENCOs with 

assessments that can be used together effectively at different levels and 

for particular purposes to suit their individual requirements. Throughout 

the catalogue we have provided guidance on how our assessments can 

be used together. 

4

GL Assessment in the spotlight 

Focusing on…. Behaviour 

Ofsted has recently carried out a consultation to help streamline 

school inspections and refocus on what matters most: improving 

outcomes for children. 

As well as providing a clear judgment about the overall quality and 

effectiveness of schools, there are four key areas that will be given 

priority in future inspections: achievement of pupils; quality of 

teaching; quality of leadership and management; and pupils’ 

behaviour and safety, including their attendance, attitudes towards 

each other and how well they are protected from bullying. 

In a school setting, a pupil’s behaviour and their level of disaffection 

will influence their whole experience of education, including their 

perceptions of safety and well-being. It might be obvious that 

behaviour can considerably affect overall attainment, but it can still be 

extremely difficult for teachers to drill down into the root attitudinal 

causes of any disruptive behaviour displayed. 

Traditionally, schools have had to approach this issue by monitoring 

and tracking problems as they arise and then putting interventions 

into place. However, GL Assessment’s Pupil Attitudes to Self and 

School (PASS) attitudinal survey provides an alternative way to gain 

an insight into the mindset of pupils and uncover exactly what is 

causing a child to disengage – measuring the core psychological 

dimensions linked to learner engagement and success. 

For further information on Pupil Attitudes to Self and School 

(PASS) see pages 46-48. 

Focusing on… Raising Reading Standards 

A new study into reading comprehension conducted by a team of 

experts from the Centre for Reading and Language at the University 

of York has revealed that a substantial percentage of pupils with 

reading difficulties were not on the schools SEN Register. The 

research also discovered that some pupils in every secondary 

school year group involved in the study had a reading age of 6 or 7 

years. This finding underlines the fact that it is critical to identify 

children at risk of reading difficulties early, certainly well before 

secondary school, and for appropriate interventions to be put in 

place. 

In light of this a number of our literacy assessments link well 

together, providing consistency of reading across the primary and 

secondary phases. By assessing reading and comprehension in a 

single test, the New Group Reading Test can help identify whose 

scores suggest the need for individual follow-up testing. 

GL Assessment’s York Assessment of Reading for Comprehension: 

Passage Reading Primary and Passage Reading Secondary lend 

themselves particularly well to this purpose, especially if evidence is 

required for an application for additional time in Key Stage 2 and 

GCSE examinations. 

For further information on the New Group Reading Test see 

pages 26-27 and the York Assessment of Reading for 

Comprehension: Passage Reading Primary and Passage 

Reading Secondary see pages 32-35. 

This research was carried out as part of the development and standardisation of 

GL Assessment’s York Assessment of Reading for Comprehension: Passage Reading 

Secondary 

Focusing on…. Early Intervention 

In his report “Early Intervention: The Next Steps”, Graham Allen, MP, 

emphasises the economic, political, social and moral importance of 

helping future generations of babies, children and young people 

before problems may arise. Essential to this aim are tools that can be 

used by all early years and teaching practitioners, not just specialists. 

GL Assessment’s WellComm: A Speech and language Toolkit for the 

Early Years – a particularly relevant resource in the Year of 

Communication – fits the bill perfectly. 

For further information on the WellComm 

Toolkit see pages 54-55. 

Focusing on… Teaching Standards 

In March 2011, Sally Coates, the Principle of Burlington Danes 

Academy in West London undertook a review of standards for 

teachers. 

The new standards place a specific focus on the key elements of 

teaching – including subject knowledge, managing behaviour and 

teaching pupils with a variety of special needs. With eight new 

teaching standards, including ‘promote good progress and outcomes 

by pupils’, ‘make productive use of assessment’ and ‘manage 

behaviour effectively to ensure a good and safe learning environment’, 

GL Assessment is well placed to provide a range of assessment 

solutions to help teachers meet these new standards of competence 

and conduct when they come into force in September 2012. 

From our Pupil Attitudes to Self and School (PASS) attitudinal 

survey, designed to help identify behavioural issues in pupils, to our 

range of Interpretation & Analysis Services that will ensure you utilise 

your assessment data to its full potential, GL Assessment can help 

meet your goals. 


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 (CAT) 7–17+ EY / P / S P/D G/I ✔ ✔ ✔ 

18 Verbal Reasoning (VR) 5–13 P / S P/D G/I ✔ 

20 Non-Verbal Reasoning (NVR) 5–14 P / S P/D G/I ✔ 

21 Spatial Reasoning 6–14 P / S P G/I ✔ ✔ 

Literacy 

22 Progress in English (PIE) 5–14 EY / P / S P/D G/I 

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

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

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

28 Suffolk Reading Scale (SRS) 6–14 P / S P/D G/I ✔ ✔ 

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

31 Phonological Assessment Battery (PhAB) 6–14 P / S P I ✔ ✔ ✔ ✔ 

32 York Assessment for Reading and Comprehension: 

Early Reading and Passage Reading Primary 4–11 EY /P P I ✔ ✔ ✔ ✔ 

34 York Assessment for Reading and Comprehension: 

Passage Reading Secondary 11–16 S P I ✔ ✔ ✔ 

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

36 Reading Now 5–7 P P G ✔ 

37 Teaching Talking 1–8 EY / P P I ✔ ✔ ✔ 

37 Wordchains 7–18+ P / S P G ✔ ✔ 

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

39 Single Word Reading Test (SWRT) 6–16 P / S P I ✔ 

39 Middle Infant Screening Test and Forward 

Together (MIST) 5–6 P P G ✔ ✔ ✔ 

Numeracy 

40 Progress in Maths (PIM) 4–14 EY / P / S P/D G 

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

43 Mental Mathematics 6–11+ P P G/I 

44 Measuring Success in Maths 5–11 P P G/I 

Science 

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

Pupil Attitudes 

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

Special Education Needs 

49 Dyslexia Screener Digital 5–16+ P / S D I ✔ ✔ ✔ 

50 Dyslexia Portfolio 6–16 P / S P I ✔ ✔ ✔ ✔ 

51 Dyslexia Guidance 5–16+ P / S P I ✔ 

52 Dyscalculia Screener Digital 6–14+ P / S D I ✔ ✔ ✔ 

53 Dyscalulia Guidance 6–14 P / S P I ✔ 

Early Intervention 

54 WellComm: A Speech and Language Toolkit for the 

Early Years 0–6 EY / P P I ✔ ✔ 

56 Schedule of Growing Skills (SGS) 0–5 EY P I ✔ ✔ 

Personal and Social Developments 

58 Measures of Children's Mental Health and 

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

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

61 Emotional Literacy: Assessment and Intervention 7–16 P / S P/D I ✔ ✔ 

Thinking Skills 

62 Let's Think! Series 4–11 EY / P P G 

64 Think Ahead! Developing Thinking through the Arts 11–14 S P G 

Assessment for Learning 

65 Black Box Series 5–18 P / S P 

Self Evaluation and School Improvement 

67 Schoolcentre 5–18 P / S D G 

68 Kirkland Rowell Surveys 5–18 P / S P/D G 

71 GO 4 Schools 5–18 P / S D G 

71 Professional Development Services P / S D G 

6

ADDITIONAL SERVICES 

CAN BE USED IN CONJUNCTION WITH 

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

nostic Progress Potential Wellbeing Resources Reporting Inter- Reporting for School 

pretation Service Inspections 

✔ ✔ ✔ ✔ ✔ ✔ PiM/PiE/PASS 

✔ 

✔ 

✔ 

✔ 

✔ 

✔ ✔ ✔ ✔ ✔ ✔ ✔ CAT 

✔ 

NGRT/YARC Primary and Secondary 

✔ 

SWST 

✔ ✔ ✔ ✔ ✔ GRT/YARC Primary and Secondary/BPVS3 

✔ ✔ ✔ ✔ ✔ ✔ Reading Now 

✔ 

PhAB 

✔ 

DTWRP 

NGRT/BPVS3/YARC Primary/WellComm Toolkit/ 

✔ ✔ Dyslexia Portfolio 

✔ ✔ NGRT/Dyslexia Portfolio 

✔ 

✔ 

SRS 

WellComm Toolkit 

✔ 

Dyslexia Screener Digital/Dyslexia Portfolio 

✔ ✔ ✔ ✔ BSTS 

NGRT 

✔ 

✔ ✔ ✔ ✔ ✔ ✔ ✔ CAT/SENT-R 

✔ ✔ ✔ PIM3/4 

✔ 

✔ 

✔ 

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

✔ ✔ Dyslexia Portfolio/Dyslexia Guidance 

✔ ✔ Dyslexia Screener Digital/Dyslexia Guidance/ 

Wordchains/YARC Primary and Secondary 

✔ 

Dyslexia Screener/Dyslexia Portfolio 

✔ ✔ Dyscalculia Guidance 

✔ 

Dyscalculia Screener 

✔ ✔ ✔ NGRT/YARC Primary/Teaching Talking 

✔ 

✔ ✔ ✔ Emotional Literacy/PASS/PI-ED 

✔ ✔ ✔ MCH/PASS 

✔ ✔ ✔ MCH/PASS/PI-ED 

✔ 

✔ 

✔ 

✔ ✔ ✔ ✔ 

✔ ✔ ✔ ✔ 

✔ ✔ ✔ ✔ CAT data 

✔ 


7

Assessment Solutions 

A Complete Approach to Assessment: 

from Scoring, Reporting, Interpretation & Analysis to Online Testing 

At GL Assessment, our role is far from finished once we have supplied you with your chosen 

assessment. In fact, that is 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 the assessment data to its full 

potential. 

Encompassing scoring, reporting, interpretation and analysis, 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. In fact, our new, enhanced 

reporting now offers a special LA/Cluster report that enables interesting 

comparisons to be made between schools. 

We also offer a comprehensive e-assessment portfolio. With over 3 

million online tests delivered to-date, online testing removes the burden 

of test administration, whilst delivering instant results and reports at the 

touch of a button. See page 10 for further details. 

For users of our paper-based assessments, Scoring & Reporting 

Services are available for our top five tests: 

• Cognitive Abilities Test (CAT) (pages 12-17) 

• Progress in Maths (PiM) (pages 40-41) 

• Progress in English (PiE) (pages 22-23) 

• New Group Reading Test (NGRT) (pages 26-27) 

• Suffolk Reading Scale (SRS) (pages 28-29) 

Scoring & Reporting Services 

Taking the burden of scoring off your hands 

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. 

Indeed, it can often take up to 4 hours to mark a whole class of test 

papers and calculate and record the scores – a substantial amount of 

time in any teacher’s busy schedule. 

To combat this, GL Assessment offers a comprehensive Scoring 

Service, delivering fast and accurate results that can be tailored to your 

needs. Traditionally, these services have been administered by post. 

However, our recently launched Testwise Reporting System (TRS) has 

transformed them into a fully functional online service, reducing the 

turnaround time for reports even further and enabling easy ordering of 

additional reports and data files for your school’s Management 

Information System. 

For customers who choose to score their own papers, we offer an 

Online Marking Tool (OMT) service that can reduce marking time 

significantly and offers a higher level of accuracy than scoring by hand. 

You will find further information on these services throughout the 

catalogue, demonstrating how they can help schools, teachers and 

pupils alike. 

In addition to our Scoring & Reporting Services we have recently 

launched a series of Interpretation & Analysis Services that have been 

created to help schools maximise the impact of their assessment data. 

Of course, these services are also available to customers who choose 

to mark their own papers. 

8

Bringing results to life through dynamic reporting 

Assessment cannot rely on scores alone as this often presents a static, 

one-sided picture. We have to bring the results to life to find out exactly 

how the assessment data can best be implemented to respond to a 

pupil’s learning needs. 

Our Reporting Services help you do this by providing a wide variety of 

data that enables teachers and other education professionals to build a 

comprehensive picture of a pupil. The information delivered goes far 

beyond the reporting of Standard Age Scores, stanines, comparisons of 

group and national scores and question by question analysis, all of 

which are included. By delving deeper and looking at learning styles and 

criteria such as free school meals, ethnicity and school demographics, 

our reports are very much the substance of in-depth pupil profiling. 

They also provide reliable, accurate evidence that can prove invaluable 

in many scenarios – to show value added to an Ofsted inspector, for 

example, or to evaluate the effectiveness of a literacy or numeracy 

initiative. They are especially useful at parents’ evenings, perhaps to 

explain the reasons behind an intervention programme or to encourage 

more parental involvement. 

Standard reports 

NEW Interpretation & Analysis Services 

To help our customers get the most out of their assessment data, 

GL Assessment and GL Performance has recently created flexible 

Interpretation & Analysis Services. Available at various levels for Cognitive 

Abilities Test (CAT), Progress in English (PiE), Progress in Maths (PiM) 

(see page 16) and Kirkland Rowell Surveys (see page 68), these services 

also extend to other key assessments such as the insightful Pupil 

Attitudes to Self and School (PASS) survey (see page 48). 

Our Interpretation & Analysis Services are available to users of both our 

online and paper-based assessments, including customers who choose 

to mark their own papers. 

For more detailed information, please turn to pages 16 

for CAT incorporating PiE and PiM, 48 for PASS and 

68 for Kirkland Rowell Surveys or call 0845 602 1937. 

Overprinting Service 

We also offer an Overprinting Service, which involves the printing of 

candidate name, date of birth and other details onto your Optical 

Mark Recognition (OMR) Sheets, speeding up administration, 

scoring and guaranteeing accuracy. 

Call 0845 602 1937 for further information. 

The majority of reports provided by our online scoring service and our 

e-assessments come as part of our standard reporting service. 

These may include: 

• Individual and group analysis 

• Raw and Standard Age Scores 

• A current National Curriculum level 

• Indicative National Test levels 

• Question-by-question breakdown 

• Results by process category 

• Group Demographic Comparison 

• Year-on-Year Achievement. 

All of these reports can be accessed online via our Testwise Reporting 

System (TRS), whereby additional reports can be ordered at anytime at 

an additional charge. 

Additional reports 

Individual pupils’ CAT and KS2 profiles 

Requesting additional reports or data files is just a matter of a few clicks 

in the TRS. These can be ordered at any time at an additional charge 

and are supplied to you instantly online. They include: 

• School Results Data and Local Authority Results Data – 

providing results in CSV format for easy importing into your school’s 

or LA’s Management Information System 

• Individual Pupil Profiles – provides valuable insights into data sets 

that are analysed together, where a pupil has taken more than one of 

GL Assessment’s tests. Initially, the Combined Individual Pupil Profile 

report will have the ability to look at the data produced by the 

Cognitive Abilities Test, Progress in English and Progress in Maths. 

Local Authority School Cluster Report 


9

Assessment Solutions 

Online Testing 

Alongside government policy, technology is recognised as a main driver 

for educational change. As a result, 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 70 countries 

worldwide. Our comprehensive e-assessment portfolio has grown 

accordingly, with many of our assessments available online, including 

our top five. Delivering over 3 million tests to-date, our online portfolio 

encompasses: 

• Cognitive Abilities Test Digital (pages 12-13) 

• Progress in Maths Digital (pages 40-41) 

• Progress in English Digital (pages 22-23) 

• Group Reading Test Digital (page 27) 

• Suffolk Reading Scale Digital (pages 28-29) 

• Verbal Reasoning Digital (pages 18-19) 

• Non-Verbal Reasoning Digital (pages 20-21) 

• Single Word Spelling Test Digital (page 38) 

• Dyslexia Screener Digital (page 49) 

• Dyscalculia Screener Digital (page 52) 

GL Assessment is unique in offering an all-encompassing approach to 

e-assessment, one that covers the entire process from the initial taking 

of the test through to instant scoring and the generation of reports. 

Pinpoint accurate scores are delivered at the touch of a button and 

detailed reports are also made immediately available. 

With online tests delivering the same quality, rigour and reliability as their 

paper-based equivalents, plus a host of additional benefits, it’s no 

surprise that more and more schools are testing pupils in this way. 

For more information, please see relevant product 

pages, visit www.gl-assessment.co.uk/online or call 

0845 602 1937. 

See pages 8 – 9 for a listing 

and examples of the 

reports available through 

our Testwise Reporting 

System for our portfolio 

of e-assessments. 

Example questions from a range of online tests 

10

Customised Assessment Service 

For schools, local authorities or a consortium of schools that are 

interested in the idea of developing their own customised tests in order 

to meet specific assessment criteria, GL Assessment offers a 

Customised Assessment Service. 

Bespoke tests are available in the areas of verbal reasoning, non-verbal 

reasoning, mathematics and English. The tests are ideally suited to 

certain specialist applications, such as: 

• Secure testing for admission to selective schools or colleges 

• Targeted measurement of specific educational achievements 

• Secure monitoring of educational standards 

• Grouping and banding pupils by ability and/or attainment 

The unique tests are compiled from secure banks of questions which 

have been thoroughly trialled and validated in advance. Each question is 

rigorously controlled to ensure that each customised test is unique to 

the customer who has commissioned it for the duration of the testing 

programme. The test will not have been published previously, making it 

highly unlikely that children will have seen any of the questions before. 

As such, the reliability of information that the test produces is not going 

to be compromised by prior testing or coaching. For customers 

commissioning a bespoke test to inform decisions about intake, the test 

can be changed each year if necessary. 

When a customer commissions a test, we work closely with them to 

ensure that all their requirements are met. This involves careful 

consideration of style and level of questions, length of test, marking 

options, the quality of information it produces and, ultimately, verification 

that every aspect of the test is fit for purpose. 

For further information and to discuss your bespoke 

testing requirements in more detail, please call 

0845 602 1937. 


11

Reasoning 

Cognitive Abilities Test (CAT) 

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

Age Range: 

7 years–17+ years 

Suitable for: 

Teachers, Exam Officers and 

SENCOs 

Timed: 

50 minutes per test battery 

Available in both paper 

and digital formats 

The Cognitive Abilities Test (CAT) is the UK’s most widely used test of reasoning abilities. Fully standardised, it 

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. CAT is not about 

knowledge recall and requires no preparation, offering all pupils the same opportunity to show their underlying 

ability. Aimed at pupils between 7 years and 6 months to 17+ years, CAT is available in both paper and digital 

formats and can be administered individually or as a group test. 

CAT 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 CAT 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. Pupils will benefit through more effective target-setting that ensures the right degree of 

challenge. The CAT results are also invaluable for providing feedback directly to pupils and their parents, as 

well as governors and school administrators. 

Suitable for use in implementing 

the Curriculum for Excellence 

Teacher Guide 

Packs for CAT Paper 

comprise: Administration 

Manual, Technical 

Manual, Pupil Booklets 

(one for each level) 

and a sample 

Answer Sheet 

CAT Level Age Group England & Wales Scotland Northern Ireland 

A 7:06 to 9:11 Year 4 Primary 5 Year 5 (P5) 

B 8:06 to 10:11 Year 5 Primary 6 Year 6 (P6) 

C 9:06 to 11:11 Year 6 Primary 7 Year 7 (P7) 

D 10:06 to 12:11 Year 7 Secondary 1 Year 8 (F1) 

E 11:06 to 13:11 Year 8 Secondary 2 Year 9 (F2) 

F 12:06 to 14:11 Year 9 Secondary 3 Year 10 (F3) 

G 13:06 to 15:11 Year 10 Secondary 4 Year 11 (F4) 

H 14:06 to 17:00+ Year 11 + Secondary 5+ Year 12 (F5)+ 

12

Why use CAT? 

• Provides indicators of outcomes at Key Stages 2, 3 and 4, 30 GCSEs, 

19 AS/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 

• Monitors trends or changes in the ability profile of an intake over time, 

allowing you to measure the added value that your school achieves 

• 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 

• Provides a sound basis for comparisons over time 

. . . and CAT digital? 

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

instructions and timings are computer-administered 

Each question has a sentence with one word left out. Look at the answer choices 

and choose the word that completes the sentence. Look at the example. 

A sudden gust of _________ knocked over our picnic table. 

Answer Options: sun water light wind heat 

Pupils are required to select the one word from the five options presented that 

sensibly fills a gap in the sentence. 

• 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 

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

fast feedback is proven to be more motivating 

Example questions from CAT Verbal Reasoning – Level A 

(7:06 to 9:11 years) 

Did you know? 

A complete approach – CAT in our portfolio 

Assessment is at the heart of understanding each pupil’s potential and making informed decisions. CAT 

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. 

CAT data provides a comprehensive profile of a pupil’s ability. Combined with data from Progress in 

Maths (page 40) and Progress in English (pages 22–23), ability can be compared with attainment to 

identify anomalies and provide additional insights into a child’s learning. 

CAT, combined with our Pupil Attitudes to Self and School (PASS) (pages 46–48) attitudinal survey, 

can provide a complete picture of a pupil’s ability and attitudes. By providing a highly reliable measurement 

of nine core attitudinal factors, PASS answers many of the questions raised when there are discrepancies 

between attainment and CAT scores. 

Go online to view case studies, sample reports and a digital demo – 

www.gl-assessment.co.uk/cat 

Why not book a free no obligation appointment with one 

of our consultants to discuss our range of CAT products 

and services. Call 0845 602 1937 now! 

Over 50% of secondary 

schools in the UK take CAT 

every year! For many, it has 

proved a robust and 

reliable alternative for 

KS3 National Tests 

also 

available 

Pupil Attitudes to 

Self and School 

(PASS) 

Integrating your CAT 

results with the 

attitudinal results from 

PASS will provide you 

with a comprehensive 

understanding of a 

pupil’s overall ability. 

See pages 46–47 


13

Reasoning 

CAT Digital 

The new edition CAT4 will be 

available from September 2012 

Offering the same validity and robustness as its paper-based equivalent, 

CAT Digital gives teachers and pupils faster results, a more motivating 

test experience and greater flexibility in administering the tests. 

Powered by GL Assessment’s unique online assessment platform, 

Testwise, CAT Digital is easy to use for pupils and teachers alike. 

Automatic scoring means that results are delivered at the touch of a 

button, significantly reducing teacher workload. Detailed reports can be 

created instantly and delivered straight to teachers’ desktops, providing 

them with more time to review the reports and take appropriate action. 

Reports are available as PDF and Excel files and results can be 

exported directly into a School’s Information System. 

CAT Digital Non-verbal Reasoning: Figure Analysis Q2 of 18 

Level D (10:06 – 12:11 years) 

CAT Visual Verbal Profile Chart – 

Sample – Level C (9:06 – 11:11 years) 

“Students’ CAT scores are an essential part of getting the 

target-setting process right as they provide us with a 

wealth of information on each child’s individual strengths 

and weaknesses.” 

Des Deehan, Head Teacher, Weald of Kent Grammar 

Prices 

*+VAT 

CAT Paper 

Teacher Guide Pack Levels A–D 978 07087 11101/GLA300 £49.99 

Teacher Guide Pack Levels C–F 978 07087 11118/GLA300 £49.99 

Teacher Guide Pack Levels G–H 978 07087 11361/GLA300 £49.99 

Pupil Booklet A 978 07087 11149/GLA300 £7.50 

Pupil Booklet B 978 07087 11156/GLA300 £7.50 

Pupil Booklet C 978 07087 11125/GLA300 £7.50 

Pupil Booklet D 978 07087 11132/GLA300 £7.50 

Pupil Booklet E 978 07087 11163/GLA300 £7.50 

Pupil Booklet F 978 07087 11170/GLA300 £7.50 

Pupil Booklet G 978 14060 52145/GLA300 £7.50 

Pupil Booklet H 978 14060 52152/GLA300 £7.50 

Answer Sheet A (Pack of 10) 978 07087 11187/GLA300 £11.70* 

Answer Sheet B (Pack of 10) 978 07087 11194/GLA300 £11.70* 

Answer Sheet C (Pack of 10) 978 07087 11200/GLA300 £11.70* 

Answer Sheet D (Pack of 10) 978 07087 11217/GLA300 £11.70* 

Answer Sheet E (Pack of 10) 978 07087 11224/GLA300 £11.70* 

Answer Sheet F (Pack of 10) 978 07087 11231/GLA300 £11.70* 

Answer Sheet G (Pack of 10) 978 14060 52169/GLA300 £11.70* 

Answer Sheet H (Pack of 10) 978 14060 52176/GLA300 £11.70* 

Administration Manual A–F 978 07087 11248/GLA300 £38.00 

Administration Manual G–H 978 14060 52190/GLA300 £38.00 

Technical Manual A–H 978 07087 11255/GLA300 £38.00 

CAT Assessment Overview GLA203 F.O.C 

CAT Digital 

Individual Administration 

Level A 978 14060 52220/GLA300 £7.25* 

Level B 978 14060 52237/GLA300 £7.25* 

Level C 978 14060 52244/GLA300 £7.25* 

Level D 978 14060 52251/GLA300 £7.25* 

Level E 978 14060 52268/GLA300 £7.25* 

Level F 978 14060 52275/GLA300 £7.25* 

Level G 978 07087 13716/GLA300 £7.25* 

Level H 978 07087 13730/GLA300 £7.25* 

Minimum order of 10 administrations required 

Please contact your Area Consultant for details of special assessment 

packages. See pages 2–3 for details. 

See page 17 for prices on our CAT Interpretation & Analysis services 

CAT Assessment Overview Available 

The CAT Assessment Overview gives you a clear synopsis of each test, details how the 

assessment can be used along with a selection of sample questions and reports. 

14

CAT Scoring & Reporting Service 

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

CAT Scoring & Reporting Service. CAT scores are bought to life through 

a wide variety of reports, enabling teachers, SENCOs and other 

educational professionals to build a comprehensive picture of a pupil 

and his or her learning needs. Traditionally, these services have been 

administered by post. However, our recently launched Testwise 

Reporting System (TRS) has transformed them into a fully functional 

online service, reducing the turnaround time for reports even further and 

enabling easy ordering of additional reports. Data files and even PDF 

reports of pupils’ profiles can also be imported directly into your School 

Information System, giving teachers and school management teams 

immediate and easy access to detailed pupil portfolios in addition to test 

scores. 

Standard Service 

Our standard Scoring & Reporting Service delivers a wide variety of data 

straight to your desktop. Reports include: 

• Standard Age Scores 

• Stanines 

• National Percentile Ranks 

• Group Ranks 

• Raw Scores 

• Individual Pupil Profiles 

• Group Mean Score Analysis 

Optional Extras 

Reports, such as Indicators for Key Stage 2, 3 and GCSE along with a 

Cognitive Strengths and Weaknesses Profile, can be ordered at anytime 

through the TRS at a subsequent cost. These are listed opposite as 

Optional Extras. 

Overprinting Service 

To make administering and scoring of CAT more efficient we offer an 

Overprinting Service, which involves the printing of candidate name, 

date of birth and other details onto your Optical Mark Recognition 

(OMR). Call 0845 602 1937 for further information. 

Why use CAT Scoring & Reporting 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 after 

receipt, ensuring there is no long wait before the assessment data can 

be fed back into the classroom 

• 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 

Prices 

*+VAT 

CAT Scoring and Analysis Service 

Standard Scoring Service 

Level A Answer Sheet 978 14060 51957/GLA300 £2.05 per test* 

Level B Answer Sheet 978 14060 51964/GLA300 £2.05 per test* 

Level C Answer Sheet 978 14060 51971/GLA300 £2.05 per test* 

Level D Answer Sheet 978 14060 51988/GLA300 £2.05 per test* 

Level E Answer Sheet 978 14060 51995/GLA300 £2.05 per test* 

Level F Answer Sheet 978 14060 52008/GLA300 £2.05 per test* 

Level G Answer Sheet 978 14060 52015/GLA300 £2.05 per test* 

Level H Answer Sheet 978 14060 52022/GLA300 £2.05 per test* 

Optional Extras 

Summary of Results by Merit 978 14060 52039/GLA300 50p per test* 

Summary of Results by Gender 978 14060 52046/GLA300 50p per test* 

Summary of Subtest Results 978 14060 52053/GLA300 50p per test* 

Cognitive Strengths and 

Weaknesses Profile 978 14060 60355/GLA300 50p per test* 

Key Stage 2 Indicators 978 14060 52060/GLA300 50p per test* 

Key Stage 3 Indicators 978 14060 52077/GLA300 50p per test* 

GCSE Indicators 978 14060 52084/GLA300 50p per test* 

Standard Grade Indicators 978 14060 52114/GLA300 50p per test* 

AS/A Level Indicators 978 14060 52138/GLA300 50p per test* 

School Results Data 978 14060 52091/GLA300 £70.00* 

LA Results Data 978 14060 52107/GLA300 £170.00* 

Overprinting Service 978 14060 52121/GLA300 85p per test* 



Local authorities, school clusters and independent groups 

can benefit from a Local Authority/School Cluster report that 

compares results between schools and includes all the 

group comparison criteria mentioned here. This is available 

at an additional charge. 


15

Reasoning 

NEW! CAT Interpretation & Analysis Services 

GL Assessment has developed a series of Interpretation & Analysis 

Services for the Cognitive Abilities Test (CAT), designed to support 

schools maximise the use of their CAT data in their learning and 

teaching. By focusing on the full range of insights afforded through 

CAT data, the flexible support programme enables customers to 

choose a level of support that best suits their own specific 

requirements. The levels of support are as follows: 

The CAT Conference 

Popular with CAT users for over five years, our CAT conferences are set 

to continue. Suitable for both new and existing users, these one day 

regional conferences provide professional development through sharing 

good practice and offering guidance and practitioner advice on making 

the most of CAT data. 

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. 

£ 

£100 +VAT per person 

Includes lunch and a free copy of “Getting the Best from 

CAT”(RRP £52) 

For dates, venues and programmes, please visit: 

www.gl-assessment.co.uk/catconference 

The CAT Seminar 

Designed for groups of up to 15 delegates and especially suited to 

school clusters, federations and academy chains, this seminar is for 

delegates who are already familiar with the administration of CAT, who 

are looking for an insight into the analysis of CAT data. 

Ideal for use at an INSET day or as a twilight session, the service 

provides a thorough examination of sample sets of CAT data and 

reports, offering you additional insight into your own school’s data. 

Attendees also benefit from explanations of statistical terminology and 

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

purpose. 

Of course, the final agenda for each workshop will vary slightly 

depending on the specific requirements of the schools attending. 

However, during a typical workshop, particular focus is given to: 

• the identification of pupils, or groups of pupils, for interventions 

and/or support 

• explanation of demographic group datasets for school review and 

development 

• the use of individual profile reports 

• an examination of non-verbal, verbal and quantitative subtest results 

and the implications of low scores and relative differences 

• indicators of outcomes at Key Stages 2, 3 and 4 and their use in 

mentoring, target setting and monitoring 

• identification of a pupil’s cognitive strengths and weaknesses, 

exploring possible implications for teaching and learning 

• making initial comparisons with other standardised data sets 

• monitoring change over time and intake ability against national 

standards 

ASCL Member discounts available for the CAT Interpretation & 

Analysis Services. Call 0845 602 1937 for further details 

• setting a baseline for the ‘value added’ by the school 

• understanding the limitations of statistical analysis and individual 

factors 

£ 

£595 +VAT (up to half-day); 

£895 +VAT (full-day) 

Commissioned CAT seminars are also for up to 15 

delegates at selected venues across the country. 

Attendees can choose between a half-day workshop or a 

more intensive full-day course at a cost per person of 

£100 +VAT and £195 +VAT respectively. For further 

information contact our Professional Development 

Services team on 0845 602 1937 

or email pds@gl-assessment.co.uk 



16

Tailored Services 

Our Tailored Services are the 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 CAT data. Schools can choose from the 

following options: 

1. School-specific Strategic Report 

Identifies key questions for further investigation in a summary Strategic 

Report written by your facilitator after thorough analysis of your CAT 

data. Provided in both paper and electronic formats. 

£ 

£295 +VAT 

2. Follow-Up Consultancy Service 

A follow-up consultancy gives schools the opportunity of exploring in 

detail issues emerging from the Strategic Report, including the 

implications for the teaching and learning of specific sub-cohorts and 

individuals. The consultancy focuses on the strategic implications for 

school improvement, examining appropriate strategies and processes, 

helping you to identify and prioritise your actions. 

£ 

£750 +VAT 

3. Combined Service 

Achieve better value by choosing both services together 

• Initial conversation with facilitator 

• Identification of key questions and insights from your CAT data, 

including the implications for the teaching and learning of specific 

sub-cohorts and individuals 

• A school visit by our facilitator to explore and analyse with you the 

issues arising, highlight priorities and examine appropriate strategies 

• A final written report identifying the key questions and agreed actions 

£ 

£995 +VAT 

Taking your CAT data to the next level 

For users of our Progress in English (PiE) and Progress in Maths 

(PiM) assessments, the Tailored Services can be enhanced further 

by analysing your CAT data alongside two other data sets, to be 

chosen from PiE, PiM and Teacher Assessment. The ‘triangulation’ 

between the CAT data and the other data sources enables finetuning 

in the identification of anomalies, providing valuable additional 

insights into individual pupils or sub-cohorts. 

Our CAT Interpretation & Analysis Services enable deeper analysis of key reports 

such as the Pupils’ Subtest Report and the Cognitive Strengths and Weaknesses 

Report. 

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. They are also well practised in the use of CAT 

and have received additional specialist training from relevant CAT experts 

and practitioners. 

In addition, our ISO 27001 accreditation means your data is safe with us. 

Please call 0845 602 1937 or email pds@gl-assessment.co.uk 

for further information or to book one of our CAT Interpretation 

& Analysis services 


17

Reasoning 

Verbal Reasoning 

Pauline Smith and Crescentius Fernandes (5–7) 

Neil Hagues and Denise Courtenay (8–13) 

Age Range: 

Paper: 5–13 years 

Digital: 8–13 years 

Suitable for: 

Teachers and SENCOs 

Timed: 

30–45 minutes 

i 



Combine Verbal 

Reasoning and 

Non-Verbal Reasoning to 

provide a baseline test 

for reasoning ability 

Available in both paper and digital formats Verbal Reasoning is suitable for pupils aged 5 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. 

Reasoning 5 covers both verbal and non-verbal reasoning. It does not require any reading by the pupils, with 

the verbal section comprising orally administered questions and pictorial response options. Verbal Reasoning 

6 –7involve reading. Verbal Reasoning 6 has an orally administered subtest and one which has to be read, 

whereas the tests for older pupils all involve reading the questions and answer options. 

N.B. 5 – 7 is paper only. 

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 

Teacher Guide 

Packs contain: Teacher’s 

Guide and At-a-Glance 

Guide. Sample Pupil Booklets 

are available to download 

from 


/vrsamples 

Practice item from 

Verbal Reasoning 8 & 9 

18

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 

. . . 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 

• Computer-based assessment often feels more relevant and less 

daunting for pupils’ and fast feedback is proven to be more motivating 

The Online Marking Tool 

Our brand new 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. 

A complete approach – 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 12–17), 

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 of who may find the three CAT test 

batteries too long. 

Item from Verbal Reasoning 8 & 9 Digital 

Prices 

*+VAT 

Verbal Reasoning Paper 

Teacher Guide Pack 5 (Reasoning) 978 07087 16328/GLA300 £20.99 



Teacher Guide Pack 8 & 9 978 07087 16793/GLA300 £20.99 



Pupil Booklets (Packs of 10) 

Pupil Booklet 5 (Reasoning) 978 07087 16359/GLA300 £16.99* 



Pupil Booklet 8 & 9 978 07087 12047/GLA300 £16.99* 



Verbal Reasoning Digital 

Individual licences 

Verbal Reasoning 8 & 9 Digital 978 07087 19442/GLA300 £3.50* 


Verbal Reasoning 8 & 9 Digital & 

Non-Verbal Reasoning 8 & 9 Digital 978 07087 19411/GLA300 £6.00* 





Non-Verbal Reasoning 12–14 Digital 978 07087 19435/GLA300 £6.00* 


Online Marking Tool 978 14060 75090/GLA300 £75.00* 



Go online to view sample reports and a digital demo – 

www.gl-assessment.co.uk/vrdigital 


19

Reasoning 

Non-Verbal Reasoning 

Pauline Smith and Crescentius Fernandes (5–7) 

Pauline Smith and Neil Hagues (8–14) 

Age Range: 



Suitable for: 


Timed: 


i 



Combine Non-Verbal 

Reasoning and 

Verbal Reasoning to 

provide a baseline test 

for reasoning ability 

Available in both paper and digital 

formats Non-Verbal Reasoning is suitable 

for pupils aged 5 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. 

Reasoning 5 covers both verbal and non-verbal reasoning. It does not require any reading by the pupils, with 

the verbal section comprising orally administered questions and pictorial response options. 

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: 


• 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 

The Online Marking Tool 

Our brand new 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. 

Teacher Guide 



Guide. Sample Pupil Booklets 

are available to download 

from 


/nvrsamples 

Practice item from 

Non-Verbal Reasoning 10 & 11 

20

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 



daunting for pupils and fast feedback is proven to be more motivating 

A complete approach – 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 12–17), 

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 of who may find the three CAT test batteries too 

long. 


www.gl-assessment.co.uk/nvrdigital 

Spatial Reasoning 

Spatial Reasoning is still available to purchase. The standardised 

assessment series for pupils aged 6-14 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. Visit www.gl-assessment.co.uk/ 

spatialreasoning for further details. 

Item from Non-Verbal Reasoning 8 & 9 Digital 

Prices 

*+VAT 

Non-Verbal Reasoning Paper 






Teacher Guide Pack 12–14 978 07087 16717/GLA300 £20.99 







Pupil Booklet 12–14 978 07087 11576/GLA300 £20.99* 

Non-Verbal Reasoning Digital 

Individual licences 











Spatial Reasoning 




Teacher Guide Pack 12–14 978 07087 16786/GLA300 £19.99 





Pupil Booklet 12–14 978 07087 11972/GLA300 £14.50* 





21

Literacy 


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

Age Range: 



Suitable for: 

Teachers, Literacy 

Co-ordinators and SENCOs 

Timings: 

Untimed, approx 1 hour 





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. Each pack of the new booklets includes brief guidance notes; full administration, marking and 

interpretation is as published in the Teacher’s Guide to each level of PiE. 

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. 

The Getting the Best from Progress in English Handbook and CD-ROM is still available. Go online 

www.gl-assessment.co.uk/piehandbook for further information. 

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 

• The results will support you in your own assessment of how well pupils 

are working 

• 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 


daunting for pupils and fast feedback is proven more motivating 

Item from Progress in English 11 Digital 

Teacher Guide 


Guide, At-a-Glance Guide. 

Sample Pupil Booklets are 

available to download from 

www.gl-assessment.co.uk/ 

piesamples 

22

Progress in English Scoring & Reporting Service 


Progress in English Scoring & Reporting Service. Our comprehensive 

service takes the work out of using PiE to deliver fast and accurate 

results in a range of reports tailored to your needs. 

Designed to ensure that you gain full value from the data PiE provides, 

our recently launched Testwise Reporting System (TRS) has 

transformed the traditional service administered by post to a fully 

functional online service. The service guarantees a much higher level of 

accuracy in the marking, interpretation and calculation of scores, a 

reduction in the turnaround time for reports and the option to order 

additional reports easily. 

Sample Report 

showing analysis by 

process area 

Data files in Excel and CSV format and even PDF reports can be imported 

directly into your School Information System, providing immediate and 

easy access to detailed pupil portfolios in addition to test scores. 

In order to subscribe to the Progress in English Scoring & Reporting 

Service, you must pre-register, call 0845 602 1937. 

For schools that choose to score their own papers, a brand new Online 

Marking Tool (OMT) can be purchased. Please call 0845 602 1937 for 

further information. 

A complete approach – PiE in our portfolio 

Progress in English identifies a pupil’s attainment in reading and 

writing. Combined with data from the Cognitive Abilities Test 

(CAT) (pages 12–17), 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. 


www.gl-assessment.co.uk/piedigital 

Prices 

PIE Paper 

Teacher Guide Packs 

*+VAT 

Progress in English 5 978 07087 17585/GLA300 £21.99 











Progress in English 5 978 07087 08958/GLA300 £13.99* 










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/GLA300 £34.99 

PIE Digital 


Level 7 978 07087 16144/GLA300 £5.00* 






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

See pages 2–3 for details. 

PIE Scoring & Analysis Service 

Hand Scoring 978 14060 46595/GLA300 £2.50 per test* 

Standard Service 978 14060 46670/GLA300 £1.30 per test* 

Individual Pupil Reports 978 14060 46625/GLA300 50p per test* 





23

Literacy 

British Picture Vocabulary Scale: Third Edition 

Part of NAHT member 

package. See page 72 

Lloyd M Dunn, Douglas M Dunn 

with Julie Sewell and Ben Styles, National Foundation for Educational Research 

Age Range: 

3–16 years 

Suitable for: 

Teachers, SENCOs and 

Speech and Language 

Therapists 

Timings: 

Untimed, approx 10 minutes 

also 

available 

Single Word 

Spelling Test See 

page 38, New Group 

Reading Test See 

pages 22–27 and 

York Assessment of 

Reading for 

Comprehension: 

Passage Reading 

Primary and 

Secondary See 

pages 32–35 

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. Because no spoken response is required, the assessment may 

be administered to pupils with autism and other related communication difficulties or those with English as an 

Additional Language (EAL). To help with administration to pupils who may be colour blind the illustrations have 

black outlines and the colours are vivid. 

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 time-efficient 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 

BPVS3 Complete 

Set contains: 

Test material, Manual and 

20 Record Forms 

and 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 

A complete approach – 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 26–27) and the York Assessment of Reading for 

Comprehension: Passage Reading Primary and Secondary 

(pages 32–35) 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 BPVS 

Prices 

*+VAT 

Complete Set 978 07087 19558/GLA300 £162.50* 

Record Forms (Pack of 10) 978 07087 19565/GLA300 £11.25* 

Second Edition Forms are still available: 

BPVS2 Record Forms (Pack of 10) 978 07087 12184/GLA300 £13.00* 

24

British Spelling Test Series: Second Edition 

Denis Vincent with Mike de la Mare 

Age Range: 

6–13 years 

Suitable for: 



Timings: 

Untimed, 30 minutes approx 

also 

available 

Single Word 

Spelling Test 

See page 38 

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 test 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 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. 

Evaluation 

Packs contain: 

Teacher’s Guide, 

At-a-Glance Guide 

and a Sample 

Pupil Booklet 

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 in 2008 – 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. 

A complete approach – BSTS2 in our portfolio 

The British Spelling Test Series: Second Edition is often used by 

teachers who want to go beyond the straightforward single word 

format of the Single Word Spelling Test (page 38) and offers 

choice to teachers who want to test spelling as part of a 

comprehensive literacy assessment. 

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 

Prices 

*+VAT 

Evaluation Packs 

Evaluation Pack A/B 978 07087 19190/GLA300 £23.00 

Evaluation Pack C/D 978 07087 19206/GLA300 £23.00 

Evaluation Pack E/F 978 07087 19213/GLA300 £23.00 

Evaluation Pack G/H 978 07087 19220/GLA300 £23.00 


Pupil Booklet A 978 07087 19237/GLA300 £16.00* 

Pupil Booklet B 978 07087 19244/GLA300 £16.00* 

Pupil Booklet C 978 07087 19251/GLA300 £16.00* 

Pupil Booklet D 978 07087 19268/GLA300 £16.00* 

Pupil Booklet E 978 07087 19275/GLA300 £16.00* 

Pupil Booklet F 978 07087 19282/GLA300 £16.00* 

Pupil Booklet G 978 07087 19299/GLA300 £16.00* 

Pupil Booklet H 978 07087 19305/GLA300 £16.00* 



25

Literacy 

New! New Group Reading Test 

Bethan Burge, Ben Styles, Bernadetta Bizyska, Louise Cooper, Yarim Shamsan, Fancesca 

Saltini and Liz Twist. National Foundation for Educational Research 

Age Range: 

6–16 years 

Suitable for: 


Co-ordinators, SENCOs and 

Educational Psychologists 

Timed: 




The New Group Reading Test (NGRT) is the third 

edition of the best selling Group Reading Test, 

developed by GL Assessment and the National 

Foundation for Educational Research (NFER). 

NGRT is an ideal screening/monitoring test for groups 

of pupils. It enables the assessment of reading and 

comprehension in a single test, helping to identify, for 

instance, competent readers with weak 

comprehension skills who would benefit from a followup 

individual assessment and learning support. 

Easy to score and administer, NGRT measures how a 

pupil is performing compared to their peers at 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. 

Why use NGRT? 

• 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 comprehensive overview of a pupil’s 

reading and comprehension ability whilst identifying areas where they 

may be experiencing difficulties, to better inform target-setting 

Teacher Guide Pack 

contains: Teacher’s Guide, 

Sample Pupil Booklets and 

At-a-Glance Guide for 

each level 

• 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 

26 

also 

available 

York Assessment of 

Reading for 

Comprehension: 


Primary and 

Secondary See 


British Picture 

Vocabulary Scale: 

Third Edition See 

page 24

New Group Reading Test Scoring & Reporting Service 

Marking, managing and interpreting your data is made easy with our New Group Reading Test Scoring & 

Reporting Service. Our comprehensive service takes the work out of using NGRT to deliver fast and accurate 


Designed to ensure that you gain full value from the data NGRT provides, our recently launched Testwise 

Reporting System (TRS) has transformed the traditional service administered by post to a fully functional online 

service. The service guarantees a much higher level of accuracy in the marking, interpretation and calculation of 

scores, a reduction in the turnaround time for reports and the option to order additional reports easily. Data files in 

Excel and CSV format and even PDF reports can be imported directly into your School Information System, 

providing immediate and easy access to detailed pupil portfolios in addition to test scores. 

In order to subscribe to the NGRT Scoring & Reporting Service, you must pre-register, call 0845 602 1937. 

For schools that choose to score their own papers, a brand new Online Marking Tool (OMT) can be purchased. 

Please call 0845 602 1937 for further information. 

To make the administering and scoring of NGRT more efficient, we can overprint candidate name, date of birth 

and other details onto your answer sheets prior to administration of the tests. The Overprinting Service includes 

new booklets specifically for scoring NGRT and these must be used to enable scoring to be carried out. 

A complete approach – NGRT in our portfolio 

York Assessment of Reading for Comprehension: Passage 

Reading Primary and Secondary (YARC Primary and YARC 

Secondary) (pages 32–35) 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 

and 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 Reading Test is still available as an online assessment. 

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

Prices 

*+VAT 

NGRT Paper 

Teacher Guide Pack 978 07087 20073/GLA300 £30.00 

Test 1 Pack of 10 Booklets 978 07087 20004/GLA300 £13.00* 

Equivalent Form Tests 2A/2B 

Test 2A Pack of 10 Booklets 978 07087 20011/GLA300 £13.00* 

Test 2B Pack of 10 Booklets 978 07087 20028/GLA300 £13.00* 







First Edition forms are still available: 

Form A (Pack of 10) 978 07087 07593/GLA300 £11.70* 

Form B (Pack of 10) 978 07087 07609/GLA300 £11.70* 

Form C (Pack of 10) 978 07087 07616/GLA300 £11.70* 

Form D (Pack of 10) 978 07087 07623/GLA300 £11.70* 

Form X (Pack of 10) 978 07087 07630/GLA300 £11.70* 

Form Y (Pack of 10) 978 07087 07647/GLA300 £11.70* 

NGRT Scoring and Analysis Service 



Individual Pupil Profiles 978 14060 75038/GLA300 50p per test* 




27

Literacy 

Suffolk Reading Scale 

Fred Hagley 

Age Range: 



Suitable for: 


Timed: 

Approx 30 minutes 



also 

available 


Test See pages 

26–27 and Reading 

Now See page 36 



Suffolk Reading Scale (SRS) is used by teachers and SENCOs 

to monitor the reading development of pupils from age 6. A 

standardised reading test that consists of multiple-choice and 

sentence-completion questions, SRS identifies where an 

individual may be experiencing reading difficulties. It has been 

designed to be relevant and engaging for pupils and can be 

administered easily in the classroom, both individually or in a 

group setting. 

SRS has three comparable levels covering the age range 

6 years to 14 years 11 months and SRS Digital has a 

further level extended to age 17 years 4 months. 

Users of SRS Digital not only benefit from the advantages 

of online testing, but the recently developed Level 4 for 

14-16 year-olds also includes reports that highlight pupils 

with a standard score below 85 and who make a gain of nine 

months in reading age when given 25% extra time. 

Why use SRS? 

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

reading ability whilst identifying areas where they may be experiencing 

difficulties, to better inform target-setting 

• 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 

• A comprehensive scoring and analysis service reduces the burden of 

marking, saving time and effort 

Teacher Guide 

Pack contains: Teacher’s 

Guide and At-a-Glance Guide. 

Sample Pupil Booklets and a 

Level 3 Answer Sheet are 

available to download from 


srssamples 

. . . and SRS 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 

SRS levels and corresponding year groups 

Level Age England Scotland Northern 

Group & Wales 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 

• Instant diagnostic reports are 

delivered straight to your desktop, 

enabling you to analyse 

results with ease and integrate 

them with other school 

information 

• Computer-based assessment 

often feels more relevant and 

less daunting for pupils 



28

Suffolk Reading Scale Scoring & Reporting Service 

Marking, managing and interpreting your data is made easy with the 

Suffolk Reading Scale Scoring & Reporting Service. Our comprehensive 

service takes the work out of using SRS to deliver fast and accurate 


Designed to ensure that you gain full value from the data SRS provides, 

our recently launched Testwise Reporting System (TRS) has 

transformed the traditional service administered by post to a fully 

functional online service. The service guarantees a much higher level of 

accuracy in the marking, interpretation and calculation of scores, a 

reduction in the turnaround time for reports and the option to order 

additional reports easily. Data files in Excel and CSV format and even 

PDF reports can be imported directly into your School Information 

System, providing immediate and easy access to detailed pupil 

portfolios in addition to test scores. 

In order to subscribe to the Suffolk Reading Scale Scoring & Reporting 


For schools that choose to mark their own papers, a brand new Online 

Marking Tool (OMT) can be purchased. Please call 0845 602 1937 for 

further details. 

Pupils’ scores with Key Stage 2 Indicators report 

Prices 

*+VAT 

SRS Paper 


Level 1 (Age 6–8) Pupil Booklets 









Answer Sheets Level 3 

Forms A (Pack of 10) 978 07087 08040/GLA300 £10.99* 

Forms B (Pack of 10) 978 07087 08064/GLA300 £10.99* 

SRS Digital 


Level 1 Form A & Form B 978 07087 19657/GLA300 £3.50* 



Level 4 (14) Form A & Form B 978 07087 19688/GLA300 £3.50* 

Level 4 (15–16) Form A & Form B 978 07087 19695/GLA300 £3.50* 




SRS Scoring & Analysis Service 

Level 1 & 2 





Level 3 



Comparison of Group and National Standard Age Scores Report 

Go online to view case studies, sample reports and a digital 

demo – www.gl-assessment.co.uk/srsdigital 

A complete approach – SRS in our portfolio 

Suffolk Reading Scale Digital can be linked to Access 

Arrangements. Access Arrangements exist to ensure that all 

young people have an equal chance to demonstrate their 

attainment and that none should be disadvantaged by the 

methods used to examine them. Whilst SRS Digital does not 

entirely fulfil the criteria for Access Arrangements, like the 

New Group Reading Test (pages 26–27), it is useful as a group 

screening test to identify those pupils who need to be assessed 

individually by a specialist. 


29

Literacy 

NEW! Diagnostic Test of Word Reading Processes 

Available Early 2012! 

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

Age Range: 

5–12 years 

Suitable for: 

Class Teachers, Specialist 


Timings: 

Untimed, 30 minutes approx 

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 lexicalsemantic 

processes, thus providing diagnostic information to 

guide intervention. Because 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. 

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 lexicalsemantic 

(exception words and regular words). 

Did you know? 

The Diagnostic Test of Word 

Reading Processes is the only test 

in the UK that assesses regular and 

irregular words and non-words and 

provides normative data necessary 

to identify the three different 

patterns of difficulty 

outlined opposite 

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. 

A complete approach – DTWRP in our portfolio 

Our Phonological Assessment Battery (PhAB) (page 31) 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. 

Why use the DTWRP? 

Readers need to develop two sets of processes: 

• Phonological recoding – the automatic conversion of spelling patterns 

to sound which is key to reading unfamiliar words and non-words 

• Lexical-semantic processing – direct access to the meaning and 

pronunciation of familiar words which is key to accurate reading of 

irregular words 

In combination these two processes enable any word in the language to 

be read and understood, regardless of whether it has been seen before. 

The DTWRP compares children’s performance on matched sets of regular 

and irregular words and non-words. 

• The non-words provide a pure measure of phonological recoding 

processes 

• Irregular words do not conform to the spelling-sound rules of English 

and so provide a pure measure of lexical-semantic processes 

• Regular words can be read by either process 

Therefore, including this test as part of a school’s assessment regime with 

children from age 5 to 12, teachers can identify the source of a child’s 

reading difficulty whether this is poor phonological recoding, poor lexicalsemantic 

processing or a combination of both. 

Prices 

*+VAT 



30

Phonological Assessment Battery 

Norah Frederickson, Uta Frith and Rea Reason 

NEW! Gaelic Phonological 

Screening Test 

Fiona Lyon 

Age Range: 

5–8 years 

Suitable for: 

Teachers 

It contains eight sub-tests: 

• Rhyme recognition 

• Rhyme production 

• Blending phonemes 

• Blending syllables 

primary 

only 

• Phoneme deletion (initial phoneme) 

• Phoneme deletion (final phoneme) 

• Polysyllabic repetition 

• Letter or sound recognition 

The test is easy to use and interpret and may be administered by 

class teachers to Gaelic-medium pupils both learners and native 

speakers in Primary 2 and 3. 

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 Englishmedium 

schools where similar 

GL Assessment products are 

part of the assessment regime 

• Because it has been developed 

by a very experienced 

practitioner and dyslexia 

specialist 

Available Early 2012! 

New to our portfolio in 2012 is the 

Gaelic Phonological Screening 

Test, designed for use by 

teachers to assess the 

phonological skills of young gaelic 

speakers and learners. 

“Public and institutional 

provision for Gaelic, most 

notably in the fields of 

education and broadcasting, 

have grown substantially in 

recent years, and Gaelic has 

increasingly been perceived as 

an essential aspect of Scottish 

cultural distinctiveness … This 

new recognition of Gaelic was 

enshrined in legislation, the 

Gaelic Language Act (Scotland) 

2005, which grants official 

status to the language for the 

first time.” 

Wilson McLeod, Gaelic in 

contemporary Scotland: 

contradictions, challenges and 

strategies 

Age Range: 

6–14 years 

Suitable for: 

SENCOs, Specialist Literacy 

Teachers and Educational 

Psychologists 

Timed: 


The Phonological Assessment 

Battery (PhAB) is designed to 

assess phonological processing 

in individual children. It identifies 

children with significant 

phonological difficulties who need 

special help with processing 

sounds in spoken language. 

PhAB comprises six tests of phonological processing: 

– The Alliteration Test – The Naming Speed Test 

– The Rhyme Test – The Spoonerisms Test 

– The Fluency Test – The Non-Word Reading Test 

A complete approach – PhAB in our portfolio 

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

with the Diagnostic Test for Word Reading Processes (page 

30). The test is 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. 

Why use PhAB? 

• 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 suitable for use with pupils who have English as 

an Additional Language (EAL) 

• Informs programme and intervention 

planning to help with a child’s 

specific phonological difficulties 

Complete Set 

Contains: Manual 

and 10 Records 

Forms 

please visit 


gpst 

to request further information 

when it becomes available 



Prices 

*+VAT 




31

Literacy 

York Assessment of Reading for Comprehension: 

Early Reading and Passage Reading Primary 

coming 

soon 

Australian edition 

of YARC: Early 

Reading and Passage Reading 

Primary available 2012! 

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 

Age Range: 

4–11 years 

Suitable for: 

Literacy Co-ordinators, 

Learning Support Teachers, 

SENCOs and Educational 

Psychologists 

Timed: 

Approx 20 minutes for 

each test 

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. 


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. 

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) 

also 

available 





26–27 British 

Picture Vocabulary 

Scale: Third Edition 

See page 24 and 

Dyslexia Portfolio 

See page 50 

32

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 

• 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 

• 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 

• 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. 

Example passages, Pupil Record Form, Picture Book and SWRT from YARC Primary 

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

where you can find supplementary technical information, 

frequently asked questions, an online conversion tool and 

further case studies 

A complete approach – YARC Primary in our 

portfolio 

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

Group Reading Test (NGRT) (pages 26–27). 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 and 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. 

YARC Primary is particularly useful in identifying a pupil’s eligibility 

for additional time for Access Arrangements at Key Stage 2, 

Prices 

*+VAT 

YARC Early Reading 

Early Reading Set 978 07087 19053/GLA300 £105.00* 

Early Reading Record Forms 

(Pack of 10) 978 07087 19060/GLA300 £10.99* 

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

Primary 

YARC Complete Set Primary 978 07087 19046/GLA300 £199.00* 

YARC Assessment Overview GLA122 F.O.C. 

YARC Passage Reading Primary 

Passage Reading Primary Set 978 07087 19077/GLA300 £115.00* 

Passage Reading Primary Record Forms 

(Pack of 10) 978 07087 19084/GLA300 £21.00* 

Combining YARC Primary with the British Picture Vocabulary 

Scale: 3rd Edition (page 24), 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 50), 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. 


33

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 

Age Range: 

11–16 years 

Suitable for: 

Learning Support Teachers, 

SENCOs, Heads of English 

and Educational Psychologists 

Timed: 


coming 

soon 

Australian Edition 

of YARC: Passage 

Reading Secondary available 

2012! 

YARC Secondary 


Passage Reading test material, 

Passage Reading manual and 



Secondary 

only 



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 pupils’ 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 Single Word Reading Test (SWRT) is also 

part of the assessment. This can be administered in just 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. 

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. 

also 

available 





26–27 and 


See page 50 

There is a dedicated 

website – 

www.yarcsupport.co.uk – 

where you can find 

supplementary technical 

information, frequently 

asked questions, an online 

conversion tool and 

further case studies 

34

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 

• 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 

A complete approach – YARC Secondary in our 

portfolio 

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

Group Reading Test (NGRT) (pages 26–27). Whilst NGRT 

screens and monitors the reading ability of students on a group 

level to identify those with potential difficulties, YARC Secondary 

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

a student’s reading accuracy, fluency and comprehension skills 

across the secondary phase. The wealth of valuable diagnostic 

information provided by YARC Secondary can be used to inform 

timely and appropriate intervention strategies. 

Access Arrangements refer to the accommodations made by 

examination boards for students with special educational 

needs (SEN) and disabilities. Specific arrangements depend 

upon the nature and severity of the student’s difficulties. 

YARC Secondary is an ideal tool for assessing Access 

Arrangements for GCSE examinations at Key Stage 4. It provides a 

number of measures for this purpose: reading accuracy (Single 

Word Reading Test), reading rate (Passage Reading) and reading 

fluency (Reading Fluency). 

Like YARC Primary, YARC Secondary sits particularly well with our 

Dyslexia Portfolio (page 50) to identify pupils who are showing 

signs of dyslexia. 

Example passages, 

summarisation sheet and 

SWRT from YARC Secondary 

Prices 

*+VAT 

YARC Passage Reading Secondary 


YARC Passage Reading Forms 

Secondary (Pack of 10) 978 07087 19626/GLA300 £21.00* 

YARC Secondary Overview GLA206 F.O.C 


35

Literacy 

Neale Analysis of Reading Ability 

Marie D Neale AM OBE 

Second Revised British Edition: Standardisation by Chris Whetton, 

Louise Caspell and Kay McCulloch 

Age Range: 

6–12 years 

Suitable for: 

Teachers, SENCOs, 


and Private Tutors 

Timed: 


Complete 

Set contains: 

Manual, Reader, Record Forms 

Level 1 & 2 (10 copies of each), 

Diagnostic Tutor Forms 

(10 copies) and 

audio CD 

The Neale Analysis of Reading Ability (NARA) measures the accuracy, 

comprehension and rate of reading in children from the age of 6 to 12 

years. It provides a comprehensive gauge of a child’s interest in reading. 

Reading Now 

Joanne Morris and Anastassia Triga, 

National Foundation for Educational 

Research 

Age Range: 

5 – 7 years 

Suitable for: 


primary 

only 

Timings: 

Untimed – approx 30 minutes 

also 

available 


Scale 


Teacher 

Guide Pack contains: 

Teacher’s Guide and 

At-a-Glance 

Guide 

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 child’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 

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. 

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 

Prices 

*+VAT 


Manual 978 07087 07814/GLA300 £47.50 

Reader 978 07087 07753/GLA300 £42.50 

Record Form 1 (Pack of 10) 978 07087 07760/GLA300 £14.50* 

Record Form 2 (Pack of 10) 978 07087 07777/GLA300 £14.50* 

Diagnostic Tutor Form (Pack of 10) 978 07087 07784/GLA300 £15.50* 

A complete approach – Reading Now 

in our portfolio 

Reading Now results are comparable with those of the Suffolk 

Reading Scale (SRS) (pages 28–29) – 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. 

Prices 

*+VAT 


Test Booklets (Pack of 10) 978 07087 11514/GLA300 £11.50* 

Online Marking Tool 978 14060 75120/GLA300 £75.00 

36

Teaching Talking 

Ann Locke and Maggie Beech 

Wordchains 

Louise Miller Guron 

Age Range: 

1–8 years 

Suitable for: 

Early Years Specialists, 


Timings: 

Untimed 

also 

available 

WellComm Toolkit 


primary 

only 

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 

Age Range: 

7 years – adult 

Suitable for: 

Teachers, Researchers, 


and SENCOs 

Timed: 

6 minutes 

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. 

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? 

Teaching Talking is a classroom-based 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 

development, Teaching Talking is an ideal programme to support 

children of all abilities in the development of spoken language. 

Dependent on the outcomes a range of intervention strategies, activities 

and guidance notes are provided. 

Why use Teaching Talking? 

• 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 

• 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 

also 

available 

Prices 

Dyslexia Screener Digital see page 49 and 

Dyslexia Portfolio see page 50 

*+VAT 

Teacher Guide 978 07087 17547/GLA300 £29.99 

Pupil Booklets (Pack of 10) 978 07087 09313/GLA300 £22.50* 

• 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 

Prices 

*+VAT 


Resources Handbook 978 07087 14843/GLA300 £54.99 

Profile Forms (Packs of 5) 

Early Years Profile 1 (0 – 1 years) 978 07087 14850/GLA300 £6.99* 



Primary Profile 1 (4 – 5/6 years) 978 07087 14881/GLA300 £8.99* 

Primary Profile 2 (5/6 – 7 years) 978 07087 14898/GLA300 £8.99* 


37

Literacy 

Single Word Spelling Test 

Lesley Sacre and Jackie Masterson 

Age Range: 

6–14 years 

Suitable for: 


Timed: 




also 

available 

British Spelling 

Test Series: 2nd 

Edition See page 

25 

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: 

Complete Set 

contains: Manual 

containing all levels of 

the test, photocopiable 

Answer Sheets and 

Group Record Sheet 

A complete approach 

– SWST 


For teachers who want to go 

beyond the straightforward 

single word format of the 

SWST, the British Spelling 

Test Series: Second 

Edition (page 25) offers 

choice to teachers that want 

to test spelling as part of a 

comprehensive literacy 

assessment. The widely used 

spelling test series goes 

beyond that of the SWST to 

assess spelling at word, 

sentence and continuous 

writing level and provides 

teachers with an engaging 

and rigorous way of 

monitoring their pupils’ 

progress, whilst highlighting 

those for whom spelling is 

especially difficult. 

Go online to view sample 

reports and a digital demo – 


/swstdigital 


• Spelling ages 

• Percentile ranks 

• Question by question analysis against 

national scores 

• 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 provide 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 of 

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. 

Prices 

*+VAT 

SWST Paper 

Complete Set 

978 07087 09061/GLA300 £84.99* 

SWST Digital 

Primary Annual Licence 


Secondary Annual Licence 




38

Middle Infant Screening Test and Forward 

Together 

Sybil Hannavy 

Age Range: 

5–6 years 

Suitable for: 

Literacy Co-ordinators 

Timings: 

Untimed 

primary 

only 

Complete set contains: 

Parent Questionnaire (x2), 

Class Teacher Observation 

Sheet (x2), Forward Together 

Activity Book (x2), Class 

Record Sheet (x2), Pupil 

Booklet (x20) and 

Teacher Guide 

The Middle Infant Screening Test (MIST) and Forward Together 

Programme focus on reading, writing and listening skills and together 

provide a comprehensive screening, diagnostic and recovery package 

for younger children. 

Single Word Reading Test 6-16 

Helen Foster, National Foundation for Educational Research 

Age Range: 

6–16 years 

Suitable for: 


Timings: 

Untimed 

also 

available 

Complete 

set contains: 

Teacher’s Guide, which 

includes photocopy 

master of the record 

form and Word 

Cards 



26–27 

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 amount 

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. 

MIST identifies early literacy difficulties and Forward Together provides a 

recovery programme that actively involves parents, for use with up to 

eight pupils. Lasting from eight to 12 weeks, the programme can bring 

pupils’ skill levels in reading and writing up to that of their classmates, 

raising confidence and self-esteem. Each pupil works through the 

Forward Together Activity Book at home with the help of a parent, or in 

school with Learning Support staff. 

Results from MIST give an overall picture of a pupils’ performance and 

their learning strategies in functions which are related significantly to 

early reading and writing. 

Why use MIST and Forward Together? 

• MIST identifies the lowest-achieving 20-25% of pupils in any one 

class or year group 

• MIST is group administered, so time is spent efficiently and those 

needing extra support, who may have been previously overlooked, 

can be screened into the Forward Together Programme 

• Whilst Forward Together can be used in school it also encourages 

parental involvement and early home-school links that can influence 

attitudes to helping children throughout their school career 

• Pupils work at their own pace, completing the programme in eight to 

12 weeks 

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 

Prices 

*+VAT 



MIST Booklets (Pack of 10) 978 07087 12375/GLA300 £13.50* 

Forward Together Activity Book 978 07087 12382/GLA300 £13.50 

Price 

*+VAT 



39

Numeracy 


Tandi Clausen-May, Hannah Vappula, Graham Ruddock, National Foundation for Educational Research 

Age Range: 



Suitable for: 

Teachers, Maths 


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. 

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 continual 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 

. . . 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 

Items from Progress in Maths 9 Digital 


daunting for pupils, and audio support is included for the youngest 

pupils (6, 7 and 8) 

The Getting the Best from Progress in Maths Handbook and CD-ROM 

is still available. Go online www.gl-assessment.co.uk/pimhandbook 

for further details. 

40

Teacher Guide 

Pack contain: Teacher’s 


Guide. Sample Pupil 

Booklets are available to 

download from www.glassessment.co.uk/ 

pimsamples 

Progress in Maths Scoring & Analysis Service 


Progress in Maths Scoring & Reporting Service. Our comprehensive 

service takes the work out of using PiM to deliver fast and accurate results 

in a range of reports tailored to your needs. 

Designed to ensure that you gain full value from the data PiM provides, our 

recently launched Testwise Reporting System (TRS) has transformed the 

traditional service administered by post to a fully functional online service. 

The service guarantees a much higher level of accuracy in the marking, 

interpretation and calculation of scores, a reduction in the turnaround time 

for reports and the option to order additional reports easily. 

Data files in Excel and CSV format and even PDF reports can be imported 

directly into your School Information System, providing immediate and 

easy access to detailed pupil portfolios in addition to test scores. 

In order to subscribe to the Progress in Maths Scoring & Reporting 


For schools that choose to mark their own papers, our brand new 

Online Marking Tool (OMT) can be purchased. Please call 0845 602 

1937 for further information. 

Sample Report 

showing analysis by 

process area 

A complete approach – PiM in our portfolio 

Progress in Maths identifies a pupil’s attainment in mathematics. 

Combined with data from the Cognitive Abilities Test (CAT) 

(pages 12–17), which provides a comprehensive overview of a 

pupil’s reasoning ability, PiM will help you compare ability with 

attainment to identify anomalies and provide additional insights 

into a child’s learning. 


demo www.gl-assessment.co.uk/pimdigital 

Also available – The Welsh version of Progress in Maths. 

Please call 0845 602 1937 to order 

Prices 

*+VAT 

PiM Paper 


Progress in Maths 4 978 07087 16588/GLA300 £22.50 












Progress in Maths 4 978 14060 47257/GLA300 £13.99* 











Getting the Best from PiM Handbook 

& CD-ROM 978 07087 19367/GLA300 £34.99 

PiM Digital 














PiM Scoring and Analysis Service 



Individual Pupil Reports 978 14060 46632/GLA300 75p per test* 





41

Numeracy 

NEW! 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: 


Timed: 

Approx 10–30 minutes 

primary 

only 

New to our portfolio in 2011, is the Sandwell Early Numeracy Test- Revised (SENT-R).The test 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 - 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 2 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. 


SENT-R is accompanied by an Online Marketing 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: 

• Student Listing – this report lists the results for each pupil’s 

(including Raw Score, Standard Age Score (SAS), stanine, 

national percentile rank, group rank and estimated National 

Curriculum Maths level) 

• Group Demographic Comparison – this table shows raw score 

and SAS means and standard deviations for each group of 

students 

• Comparison of group and national stanine distributions – the bar 

chart shows the percentage of students that fall within certain 

ranges of scores 

• Analysis by Strands – the bar chart shows which percentage of 

pupils fall within different National Curriculum Maths levels for 

each strand 

Why use SENT-R? 

• 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 

• Levelling between National 

Curriculum levels P6 through to 

2A is enabled 

• The images in the test book and 

other stimulus materials are 

engaging and relate the tasks to 

recognisable everyday activities 

• Analysis by Age Equivalent Band – this table shows the 

percentage of pupils by age equivalent bands 

Prices 

*+VAT 


Complete Set and 1-year licence 

for the Online Marking Tool 978 07087 20691/GLA300 £149.00* 

1-year licence for the Online 

Marking Tool 978 07087 20684/GLA300 £75.00* 


Pupil Booklet Form A 978 07087 20707/GLA300 £18.50* 

Pupil Booklet Form B 978 07087 20714/GLA300 £18.50* 

42

Mental Mathematics 6–11 

National Foundation for Educational Research 

Age Range: 

6–11+ years 

Suitable for: 


Timed: 


primary 

only 

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 skills in maths 

year-on-year and build up your pupils’ confidence and skills in mental 

maths. 

Teacher Guide 

Pack contains: 

Teacher’s Guide and 

At-a-Glance Guide. Sample 

Pupil Booklets are available to 

download from 


mmsamples 

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 pupils’ 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 

Prices 

*+VAT 


Mental Mathematics 6 978 07087 17271/GLA300 £21.99 







Mental Mathematics 6 978 07087 09917/GLA300 £13.50* 






Sample Questions from 

Mental Mathematics 6 and 10 


43

Numeracy 

Measuring Success in Maths 

Mental and Written Tests for Years 1 to 6 

Alan Edmiston and Jenny Lawson 

Age Range: 

5–11 years 

Suitable for: 

Teachers and Private Tutors 

Timed: 

Mental tests: 5-10 minutes, 

Written tests: 20 minutes, 

Tasks (KS1 only): 20 minutes 

primary 

only 

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. 

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 its photocopiable format, the test’s are very cost-effective 

Example online screenshot for the online Level Converter 

Each book 

contains photocopiable 

tests with teacher’s 

notes, answers, class 

record sheet, plus access 

to an online Level 

Converter 

Prices 

Book 

“The mental maths test are proving useful for 

SATs revision – some different ways of wording 

questions is a bonus, as children can rely too 

much on the usual verbal cues.” 

Primary Maths Co-ordinator, Tyne and Wear 

*+VAT 

Years 1&2 978 07087 17844/GLA300 £59.99 

Year 3 978 07087 17851/GLA300 £49.99 




Complete Set of Maths Books 978 07087 18117/GLA300 £189.99 

Books (Maths and Science) 

Years 1&2 978 07087 18063/GLA300 £99.99 





Sample Written test questions (Year 4) 

44

Science 

Measuring Success in Science 

Unit Tests for Years 1 to 6 

John Stringer 

Age Range: 

5–11 years 

Suitable for: 

Teachers and Private Tutors 

Timed: 

30 minutes per test 

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 its photocopiable format, 

the tests are very cost-effective 

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 

*+VAT 

Book 

Years 1 & 2 978 07087 17899/GLA300 £59.99 





Complete Set of Science Books 978 07087 18056/GLA300 £189.99 

Books (Science and Maths) 

Years 1 & 2 978 07087 18063/GLA300 £99.99 






45


NEW! Pupil Attitudes to Self and School (PASS) 

Dr Glen Williams and Bob Whittome 

Age Range: 

4–18+ years 

Suitable for: 

Head Teachers and Senior 

Leadership Teams, Teachers, 

SENCOs, Educational 

Psychologists, Clinical 

Psychologists, Health 

Professionals, School 

Improvement Officers and 

Behavioural Specialists 

Timings: 

Untimed 

also 

available 

Cognitive Abilities 

Test 




Now fully mapped to the four 

Capacities of the Curriculum 

for Excellence. Call 0845 602 

1937 for your free mapping grid. 

ASCL Member discounts 

available for the PASS Online 

Intervention Service. Call 

0845 602 1937 for further details 

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

that provides a robust, standardised measurement of a pupil’s attitudes 

towards themselves as learners and their attitudes towards school, and is 

already used by thousands of schools and over 100 Local Authorities in 

the UK. 

Attitudes are formed by and affect how we feel, what we do and how we 

think. In a school setting, a pupil’s attitudes to learning can influence their 

whole experience of education and have significant effects on their overall 

levels of attainment, engagement and well-being. Through regular 

assessment, a complete picture of a pupil’s motivation, strengths, 

anxieties, school-based relationships and future learning behaviours can 

be built. This can help inform appropriate intervention strategies, increase 

rates of progress and provide a sound basis for a more personalised 

approach to learning for those most at risk. 

PASS is a 20 minute survey comprised of a series of short psychometric 

questions which look at factors shown to be significantly linked to key 

educational goals, such as feelings about school (‘My teachers tell me 

when I have done something well’) or self-regard (‘I am clever’). A low 

score in one or more of these areas can offer teachers an insight into any 

obstacles in the way of pupils’ making progress, whilst pinpointing 

negative barriers to learning that may not otherwise be apparent. 

On completion, the survey is submitted by the teacher to GL Assessment 

at the click of a button and within 2-5 working days, a series of 

comprehensive reports are delivered. These reports collate results 

produced by PASS, to reveal individual, whole class and whole school 

attitudinal profiles. The results can be broken down to show how your 

school compares nationally by gender, ethnic categories and year groups. 

Why are standardised attitudinal measures becoming 

increasingly popular? 

As a teacher: 

• Would you like to be able to predict accurately which pupils in your 

class are most likely to stop attending? 

• Would it help you to find a solution if you knew why a pupil 

misbehaved in class? 

• Would you like an insight into any obstacles that are blocking the path 

for your pupils to maximise their attainment? 

If you answered a resounding ‘yes’ to these questions, you’ll understand 

some of the reasons why standardised attitudinal measures have been 

gaining popularity in schools up and down the country for some time. 

With limited resources at so many schools’ disposal and the 

pressure to narrow the attainment gap and raise 

standards for all, teachers need robust 

evidence to help decide how to 

prioritise and target support. 

Why use PASS? 

• PASS will help inform your 

teaching strategies and 

intervention programmes to 

help raise standards of 

attainment and pupil well-being 

• It screens for emotionally 

vulnerable young people and 

those with possible mental 

health issues, to ensure those 

most at risk do not slip through 

the net 

• PASS will help you understand 

the causes of current and likely 

behaviours of pupils, to aid 

effective target setting and 

highlight areas of development 

for every individual 

• The attitudinal survey meets the 

requirements of the latest 

school inspection frameworks 

which focus heavily on 

behaviour and attendance and 

the wider coalition agenda in 

maintaining safety and discipline 

• PASS informs scalable 

development planning at both 

school and regional levels, 

through comprehensive 

reporting and intervention 

strategies 

• Provides an objective means for 

joint collaborative problemsolving 

working with parents, 

carers and extended families 

46

Online Intervention Service 

Users of PASS can benefit from an accompanying Online 

Intervention Service at an additional cost. The system presents over 

3000 possible combinations of intervention strategies drawn from 

research reviews and best practice at all levels. It can also integrate 

pupil attitudinal data with attainment data for targeted support, to 

screen and identify at risk groups, including ‘invisible’ groups like 

fragile learners. This platform also supports screening pupils for 

emotional wellbeing. 

The nine standardised measures 

The PASS survey measures pupils’ attitudes by focussing on nine 

standardised attitudinal measures, significantly linked to key educational 

goals: 

• Feelings about school. What is sometimes called ‘School 

Connectedness’. Explores whether a pupil feels they belong to or are 

alienated from their school community 

• Perceived Learning Capability. Offers a snapshot of a learner’s 

unfolding impressions of self-efficacy and can reveal early warning 

signs of demoralisation and disaffection 

• Self regard. Equivalent to self-worth but more focussed specifically on 

learning and therefore has a greater correlation with achievement 

A complete approach – PASS in our portfolio & in 

the spotlight 

With the Coalition Government highlighting the importance of 

raising attainment and enabling all pupils to maximise their 

potential within education, it is essential that you understand the 

specific motivations, feelings, aspirations and learning barriers of 

each pupil. PASS provides highly personalised analysis of a 

pupil’s attitudes to learning, enabling teachers to identify, track, 

and monitor the type of teaching and intervention each pupil 

requires which, in turn, is more likely to raise the attainment of 

that pupil. 

PASS, combined with our Cognitive Abilities Test (CAT) 

(pages 12–17), can deliver a more complete picture of a pupil’s 

ability and attitudes. By providing a highly reliable measurement of 

nine core attitudinal factors, PASS answers many of the 

questions raised when there are discrepancies between 

attainment and CAT scores. 

In light of the Allen Review, the cognitive-behavioural link 

embedded within PASS can also be used to support early 

intervention across all ages, including older children and young 

adults. Examples of this include its ability to screen for emotionally 

vulnerable children and to pinpoint pupils at risk of poor 

attendance up to 12 months before they actually stop attending 

school. 

With behaviour and safety being one of only four key areas in 

Ofsted’s new inspection framework, schools also benefit from the 

long established usage of PASS to address disaffection, even in 

some of the most demanding clinical settings across the UK. 

Go online to view case studies and further information 

on PASS – www.gl-assessment.co.uk/pass 

• Preparedness for learning. Explores whether a pupil feels they have 

the tools in place to learn 

• Attitudes to teachers. A pupil’s perception of the relationships they 

have with school staff 

• General work ethic. Highlights pupils’ aspirations and motivation to 

succeed in life 

• Confidence in learning. Identifies pupils’ ability to persevere when 

faced with a challenge 

• Attitudes to attendance. Identifies pupils’ attitudes towards attending 

school which correlates predictively with their actual attendance 

• Response to curriculum demands. A second motivational measure, 

focussing more narrowly on school-based motivation to undertake and 

complete curriculum based tasks 

If you are a cluster of schools interested in using PASS for the 

first time, we offer FREE seminars. Please call 0845 602 1937 

to arrange a FREE seminar to discuss PASS in more detail 

Guide Prices 

*+VAT 

PASS Online: The most popular and best value solution for high volume whole 

school assessment, used by 95% of our customers. 

5–7 Years 3 year contract £500.00* (total contract price = £1500*) 

8–11 Years (1 and a half form entry) 3 year contract £550.00* (total - £1650.00*) 

8–11 Years (2 form entry) 3 year contract £600.00* (total - £1800.00*) 

8–11 Years (2 form entry +) 3 year contract £650.00* (total - £1950.00*) 

11–16 Years 3 year contract £850.00* (total - £2550.00*) 

PASS CD-ROM: Used for interim monitoring and tracking of the most 

vulnerable pupils, identified by online screening in a mainstream school or by 

specialists e.g. EPs or Pupil Referral Units working with small numbers in a 

highly mobile pupil population. License for a single PC installation. 

8–11 Years Single User £425.00* 

8–11 Years Single User Licence Renewal £75.00* 

11–16 Years Single User £475.00* 

11–16 Years Single User Licence Renewal £100.00* 

8–16 Years Single User Cross Phase £580.00* 

8–16 Years Single User Cross Phase Licence Renewal £125.00* 

Please call 0845 602 1937 for further information on prices. 


47


NEW! PASS Interpretation & Analysis Services 

GL Assessment has developed a series of Interpretation & Analysis 

Services for Pupil Attitudes to Self and School (PASS), designed to help 

schools realise the full potential of their PASS data. Whilst PASS report 

data gives you a complete overview of a pupil’s attitudes towards 

themselves as learners and their attitudes towards school, effective 

interpretation and analysis empowers teachers and SENCOs to build 

effective intervention programmes and target support to those most in 

need. This in turn help 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. The levels of support are 

outlined below. 

Local Workshop 

Designed for groups of up to 20 delegates. This service is best suited to 

a whole school or cluster of schools. The workshop provides a guided 

analysis of PASS data, with opportunities to reflect as well as discuss 

approaches with colleagues from other schools. 

Led by an experienced facilitator with Senior Leadership experience, a 

typical workshop will focus on: 

• Understanding PASS assessment and interpreting the 9 factors at 

strategic and operational levels 

• Sharing and using PASS information to inform collaborative problem 

solving with students, teachers, multi-agency teams and parents 

• Using PASS to set smarter monitoring and tracking targets: 

– to improve student well-being, behaviour and attendance 

– provide effective personalised learning for students working at all 

levels of ability 

– to reduce disaffection 

• Using PASS to identify successful strategies for your school context 

£ 

£195 +VAT per person (full-day) 

Also available for a whole school or cluster of schools - prices available 

on application. Look out for details of workshops in your area. 

Please call 0845 602 

1937 or email pds@glassessment.co.uk 

for 

further information or to 

organise booking one of 

our PASS Interpretation & 

Analysis Services 


Our Tailored Services are 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. Schools can choose from the 

following options: 

1. Enhanced School-specific Commentary 

Provides an enhanced commentary and identifies key questions for 

further investigation written by your facilitator after thorough analysis of 

your PASS data. Provided in both paper and electronic formats. 

£ 

£295 +VAT 


A follow-up consultancy 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. 

£ 

£750 +VAT 

3. Combined service 

Achieve better value by choosing both services together 


• Identification of key questions and insights from your PASS report, 

including implications for pupil well-being and learning 

• A school visit by our facilitator to explore and analyse with you the 

issues arising, highlight priorities and examine appropriate strategies 

• A final written report identifying the key questions and agreed actions 

£ 

£950 +VAT 



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 

48

Special Educational Needs 

Dyslexia Screener Digital 

Martin Turner and Pauline Smith 

Age Range: 

5–16+ years 

Suitable for: 

SENCOs, Teachers and 


Timings: 

Untimed 

also 

available 



Dyslexia Guidance 

See page 51 

Why use Dyslexia 

Screener Digital? 

• Fully standardised, the Dyslexia 

Screener is an important first 

stage asset to any SENCO or 

learning support teacher who 

has concerns about a pupil 

• The digital test format removes 

the burden of test 

administration, as all practice, 

instructions and timings are 

computer-administered 

• Enhanced individual reporting 

shows the results of each 

subtest and provides 

recommendations as to the next 

steps, enabling teaching to be 

tailored to meet the individual 

learning needs of every child 

• The assessment offers a 

convenient way of assimilating 

and storing results for a group of 

readers through a diagnostic 

group report 

• 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 

The digital version of GL Assessment’s well established Dyslexia Screener is an innovative online assessment 

that identifies dyslexic tendencies in pupils’ aged 5–16+ years and recommends intervention strategies to help 

them achieve their potential. Originally in CD-ROM format (still available), the online version offers teachers a 

range of instant scoring, analysis and reporting features including a useful individual report that is specifically 

designed for communication with parents. 

The 30 minute test is an ideal tool for screening an entire year group, or for screening those pupils showing 

some signs of difficulty. It 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. 

The Dyslexia Screener Digital has been standardised, so you can be assured that results presented are 

accurate and reliable, whilst instant scoring and reporting saves hours of marking time. Results are easy to 

interpret and information on a pupil’s strengths and weaknesses are detailed across each test. Standard Age 

Scores are provided and you will benefit from recommendations made as to the next steps in either further 

assessment or intervention. The assessment comprises six tests covering three areas, with two assessments 

for each: Ability, Attainment and Diagnostic. 

A complete approach – the Dyslexia Screener 

Digital in our portfolio 

To help identify pupils who may have a specific learning difficulty 

such as dyslexia, standardised screening or assessment tools like 

the Dyslexia Screener Digital fit the bill perfectly. However, once a 

pupil has been identified as having dyslexic tendencies, the 

nature of the difficulty will need to be examined in more 

detail so that appropriate intervention can be planned. 

GL Assessment’s Dyslexia Portfolio (page 50) is an idealfollow-up 

assessment to the Dyslexia Screener Digital, 

providing specialist teachers with valuable diagnostic 

information to devise and implement relevant intervention 

strategies. 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. 


demo – www.gl-assessment.co.uk/dyslexiascreener 



Prices 

coming 

soon 

A NEW version of 

the Dyslexia 

Screener CD-ROM 

will be available 

December 2011! 

Parent/Carer report 

*+VAT 


Annual Licence for Individual 

Administrations (Minimum order of £5.00* 

10 administrations is required) 978 07087 19473/GLA300 per admin 

Dyslexia Screener (CD-ROM) 

Annual Licence 978 07087 09375/GLA300 £225.00* 

Licence Renewal 978 14060 47882/GLA300 £95.00* 

Dyslexia Screener Annual Licence/ 

Dyslexia Guidance Book 978 07087 18131/GLA300 £250.00* 




49



Martin Turner 

Age Range: 

6–16 years 

Suitable for: 

SENCOs, Specialist Teachers 

and Educational Psychologists 

Timed: 

(some tests are timed) overall 

approx 40 minutes 

also 

available 

Dyslexia Screener 



See page 51 

Why use the Dyslexia 

Portfolio? 

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. 

Comprising nine sub-tests, 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 sub-tests 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 

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 



A complete approach – the Dyslexia Portfolio in 

our portfolio 

The Dyslexia Portfolio is an ideal-follow-up assessment to the 

Dyslexia Screener Digital (page 49). The Dyslexia Screener 

Digital will help identify dyslexic tendencies in pupils aged 5-16+ 

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. 

Visit www.dyslexiaportfolio.co.uk to view supplementary 

technical information, frequently asked questions and 

links to other support sites 

“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 


Record Forms and Pupil Booklets 

(5 of each) 


50


Martin Turner and Philippa Bodien 

Age Range: 

5–16+ years 

Suitable for: 



Timings: 

Untimed 

also 

available 

Dyslexia Screener 



See page 50 

Dyslexia Guidance is an invaluable resource; ideal for use after the 

Dyslexia Screener Digital and Dyslexia Portfolio in providing teachers 

and SENCOs with practical advice on supporting dyslexic pupils, from 

pre-school through to university level. 

The handbook features sensible advice and effective activities based on 

real classroom experiences and includes useful photocopiable materials 

for use in the classroom and small group settings. In turn, the resource 

will help you plan effective and targeted intervention programmes to 

support pupils with dyslexia. 

By concentrating on the ‘life cycle’ of a pupil with dyslexia, Dyslexia 

Guidance takes the reader through each stage of a pupil’s school 

career. It starts with commonly occurring precursors for dyslexia – such 

as dislike of school and difficulty with letters and numbers – through 

transfer to secondary school, acquisition of study skills and techniques, 

and Access Arrangements for pupils tackling public examinations. 



Example pages from 


Why use Dyslexia Guidance? 

• The comprehensive guide offers practical advice as well as specific 

teaching strategies that have proven effective, to help dyslexic pupils 

achieve their potential 

• It explores the ‘life cycle’ of a pupil, enabling teachers to better 

understand the nature of the condition and how best to support pupils 

from early years to those in higher education 

• The social and behavioural issues that most concern parents and 

teachers are explored in detail within the guide 

• Numerous activities, with many photocopiable resources will help 

teachers structure day-to-day teaching plans 

A complete 

approach – Dyslexia 

Guidance in our 

portfolio 

The Dyslexia Guidance is 

the next step in supporting 

children with dyslexia. Prior 

to this teachers may wish to 

screen pupils who they 

suspect have dyslexic 

tendencies or those 

showing some signs of 

difficulty with GL 

Assessment’s Dyslexia 

Screener Digital (page 

49). The Dyslexia Portfolio 

(page 50) is an ideal-followup 

assessment to the 


and will examine these 

difficulties in more detail so 

that appropriate intervention 

can be planned. 

Prices 

*+VAT 

Dyslexia Guidance Book 978 07087 17691/GLA300 £49.99 

Dyslexia Screener Annual Licence/ 

Dyslexia Guidance Book 978 07087 18131/GLA300 £250.00* 


51


Dyscalculia Screener Digital 

Brian Butterworth 

Age Range: 

6–14+ years 

Suitable for: 



Timed: 


also 

available 

Dyscalculia 

Guidance 

See page 53 

A complete approach 

– the Dyscalculia 

Screener Digital in 

our portfolio 

To help identify pupils who 

may have a specific learning 

difficulty such as dyscalculia, 

standardised screening or 

assessment tools like the 


fit the bill perfectly. However, 

once a pupil has been 

identified as having 

dyscalculic tendencies and 

intervention strategies have 

been put in place, it is 

essential that ongoing 

support and monitoring in the 

classroom and small groups 

settings is carried out. 

GL Assessment’s 

Dyscalculia Guidance 

(page 53) is an invaluable 

resource for this purpose, 

providing specialist teachers 

with practical advice and 

support from pre-school 

through to university level, 

ensuring pupils with 

dyscalculia achieve their 

potential. 

The digital version of GL Assessment’s well established 

Dyscalculia Screener Digital is an innovative online 

assessment that identifies dyscalculic tendencies in 

pupils’ aged 6–14+ years and recommends intervention 

strategies to help them achieve their potential. 

Originally in CD-ROM format (still available), the online 

version offers teachers a range of instant scoring, 

analysis and reporting features including a useful 

individual report that is specifically designed for 

communication with parents. 

The 30 minute test is an ideal tool for screening an entire year group, or 

for screening those pupils showing some signs of difficulty. It 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. Adaptive testing 

ensures that individuals enter the test at an appropriate level and are 

taken out of the test if questions become too difficult. 

The Dyscalculia Screener Digital has been standardised, so you can be 

assured that results presented are accurate and reliable, whilst instant 

scoring and reporting saves hours of marking time. Results are easy to 

interpret and information on a pupil’s strengths and weaknesses are 

detailed across each test. Standard Age Scores are provided and you 

will benefit from recommendations made as to the next steps in either 

further assessment or intervention. 


www.gl-assessment.co.uk/dyscalculiascreener 

Prices 

*+VAT 


Annual Licence for Individual 

Administrations (Minimum order of £5.00* 

10 administrations is required) 978 07087 19510/GLA300 per admin 

Dyscalculia Screener (CD-ROM) 

Annual Licence 978 07087 09337/GLA300 £225.00* 

Licence Renewal 978 14060 47875/GLA300 £95.00* 

Dyscalculia Screener Annual Licence/ 

Dyscalculia Guidance Book 978 07087 18148/GLA300 £250.00* 

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

Why use Dyscalculia 

Screener Digital? 

• Fully standardised, the 

Dyscalculia Screener is an 

important first stage asset to 

any SENCO or learning support 

teacher who has concerns 

about a pupil’s facility with 

numbers 

• The digital test format removes 

the burden of test 

administration, as all practice, 

instructions and timings are 

computer-administered 

• Enhanced individual reporting 

shows the results of each 

subtest and provides 

recommendations as to the next 

steps, enabling teaching to be 

tailored to meet the individual 

learning needs of every child 

• The assessment offers a 

convenient way of assimilating 

and storing results for a group of 

readers through a diagnostic 

group report 

• 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 

coming 

soon 

Teacher/Practitioner report 

A NEW version of 

the Dyscalculia 

Screener CD-ROM 

will be available 

December 2011! 

52


Brian Butterworth and Dorian Yeo 

Age Range: 

6–14 years 

Suitable for: 



Timings: 

Untimed 

also 

available 

Dyscalculia Screener 

Digital See page 49 

Dyscalculia Guidance is an invaluable resource; ideal for use after the 

Dyscalculia Screener Digital in providing teachers and SENCOs with 

practical advice on supporting dyslexic pupils, from pre-school through 

to university level. 

The handbook features sensible advice and effective 

activities based on real classroom experiences and includes 

useful photocopiable materials for use in the classroom and 

small group settings. In turn, the resource will help you 

plan effective and targeted intervention programmes to 

support pupils with dyscalculia. 

Practical activities and games are included, grouped 

with specific areas of mathematics, which build 

foundation knowledge vital to the progress of 

dyscalculic pupils. 

Why use Dyscalculia Guidance? 

• The comprehensive guide offers practical advice 

as well as specific teaching strategies that have 

proven effective, to help dyscalculic pupils 

achieve their potential 

• It will enable teachers to better understand 

the nature of the condition and how best to 

support pupils from early years to those in 

higher education, with recommendations for further reading 

• It provides a definition and description of developmental 

dyscalculia to aid your understanding of the condition 

Example pages from 


• Numerous activities, with many photocopiable resources, will help 

teachers structure day-to-day teaching plans 

A complete approach – the Dyscalculia Guidance 


GL Assessment’s Dyscalculia Guidance is an invaluable resource 

for providing ongoing support for those pupils identified as having 

dyscalculia. However, prior to this, teachers will need a tried and 

tested screening tool to identify those pupils who may have a 

specific learning difficulty such as dyscalculia. GL Assessment’s 

Dyscalculia Screener Digital (page 52) fits the bill perfectly. The 

standardised assessment will help teachers identify pupils whose 

difficulties are associated with dyscalculia. 

Prices 

*+VAT 

Dyscalculia Guidance Book 978 07087 11521/GLA300 £49.99 

Dyscalculia Screener Annual Licence/ 

Dyscalculia Guidance Book 978 07087 18148/GLA300 £250.00* 


53


NEW! WellComm: A Speech and Language Toolkit 

for the Early Years 

Angela Hurd and Diana McQueen, Sandwell Primary Care Trust 

Age Range: 

6 months–6 years 

Suitable for: 

Specialist and Non-Specialist 

Early Years Professionals 

Timed: 


primary 

only 

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 

also 

available 



New Group 

Reading Test See 

pages 26–27 

York Assessment 

of Reading for 

Comprehension 


and Teaching 

Talking See page 

37 

Did you know? 

In primary school children, 

the most prevalent type of 

special need is speech, 

language and 

communication 

DfE Statistical Release, 

June 2011 

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. It also includes 

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 Intervention – in the spotlight 

On January 19th 2011, Graham Allen MP published his 

independent report to Her Majesty's Government: "Early 

Intervention: The Next Steps". The report details the economic, 

political, social and moral importance of helping future generations 

of babies, children and young people before problems may arise. 

It also emphasises using the best methodologies and scientific 

research to inform intervention strategies and the significance of 

tackling the causes of underlying problems rather than the 

symptoms. In light of this, the WellComm Toolkit provides the 

perfect tool along with our Measures of Children’s Mental 

Health & Psychological Wellbeing: A Portfolio for Education 

and Health Professionals. Further details of this assessment can 

be viewed on pages 58–59. 

54


Handbook and Score 

Sheets, The Little Book of 

Rules, The Big Book of 

Ideas, Picture Book, 

Resources CD, Training DVD 

and Carry Bag 

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/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 

A complete approach – 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 26–27) and the 

York Assessment of Reading for Comprehension: Primary 

and Secondary (pages 32–35) to identify young children at risk 

of developing delayed language skills. 

Excerpt from a sample nursery report, giving the nursery management 

team a clear overview of every child’s level of speech and language 

Go online to view the WellComm Toolkit case studies – 

www.gl-assessment.co.uk/casestudies 

Prices 

*+VAT 


The Big Book of Ideas 978 07087 19725/GLA300 £62.50* 

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. 


55


Schedule of Growing Skills 

Martin Bellman, Sundra Lingam and Anne Aukett 

Age Range: 

0–5 years 

Suitable for: 

Early Years Professionals, 

Nursery Workers and 


Timings: 

Untimed 

early 

years 

only 

Available in A4 and 

A5 versions the Complete 

Sets contain: Stimulus 

Materials, User’s Guide, 

10 Record Forms and 50 

Profile Forms 

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. For those that 

require further assessment, subsequent record forms can be utilised. 

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 

. . . and the SGS Training 

Course ? 

• Ensures competency in child 

assessment amongst all users 

of SGS, whatever their level of 

experience 

• Delivered by highly experienced 

tutors, the course enables users 

to develop a comprehensive 

understanding of the 

administration and scoring of 

SGS 

• Delegates will receive a 

certification of competence in 

administration, along with a 

training pack of presentation 

handouts 

56

Schedule of Growing Skills: Training Course 

Available in half or full day format, GL Assessment offers a comprehensive 

training course 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. Programmes are delivered 

around the core age range of 18 months to 42 months and can also be 

customised to illustrate the assessment of specific age ranges (e.g. 12 to 

18 months). To book your session, please call 0845 602 1937. 

Schedule of Growing Skills: Training DVD is still 

available! 

The flexible 2-disc DVD containing over 3 hours worth of 

video materials to enhance the SGS Training Course is 

still available to purchase online 

www.gl-assessment.co.uk/srstrainingdvd or by using the 

code below 

Sample SGS Record Form 

Prices 

*+VAT 

Complete Set A4 Version 978 07087 04547/GLA300 £190.00* 

Complete Set A5 Version 978 07087 04554/GLA300 £190.00* 


Profiles A4 Version (Pad of 50) 978 07087 04691/GLA300 £72.50* 

Profiles A5 Version (Pad of 50) 978 07087 04707/GLA300 £72.50* 

Reference Manual 978 07087 04592/GLA300 £72.50 

User Guide 978 07087 04585/GLA300 £47.50 

SGS: Training Course 

Half-day training (up to 15 delegates) 978 14060 70668/GLA300 £595.00* 

Full-day training (up to 15 delegates) 978 14060 70651/GLA300 £995.00* 

SGS: Training DVD 978 07087 18858/GLA300 £108.00* 


57

Personal and Social Development 

Measures of Children’s Mental Health & Psychological 

Wellbeing: A Portfolio for Educational and Health Professionals 

Norah Frederickson and Sandra Dunsmuir 

Age Range: 

2–20 years 

Suitable for: 


Educational Psychologists, 

School Nurses, Behaviour 

Support Teams (BEST) and 

Youth Offending Teams (YOT) 

Timings: 

Varying throughout booklets 

also 

available 

Emotional Literacy 





and Paediatric 

Index of Emotional 

Distress 

See page 60 

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. 

Responding quickly with appropriate interventions and providing specialist help where necessary will provide these 

children with the support they need to achieve to the best of their ability. 

Measures of Children’s Mental Health & Psychological Wellbeing can be used by a range of staff including 

teachers, SENCOs and school nurses. It 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. 

By using Measures of Children’s Mental Health & Psychological Wellbeing you can assess your pupils emotional 

needs over time and ensure that any specialist interventions introduced are helping them progress in school. 



Suitable for use for Getting it 

Right for Every Child Initiative 

Complete set 

contains: Introduction 

and 7 Booklets of 

Measures 

Did you know? 

A staggering 10% of 

children aged 5 to 16 have 

a clinically recognisable 

mental disorder 

Examples taken from the 

Booklets of Measures 

58

The booklets in the series cover: 

Introduction 

Norah Frederickson, Sandra Dunsmuir and Joan Baxter 

Addresses the key issues in the identification and promotion of children’s 

mental health, including the evaluation of clinical interventions, outcome 

measures and interpreting data. 

Belonging 

Norah Frederickson and Joan Baxter 

Support your pupils in developing a healthy engagement in school life and 

gain a greater understanding of whether they feel accepted and 

respected in their relationships with others and in school. 

Distress 

Sarah Dunsmuir and Peter Fuggle 

Find out if issues such as depression, anxiety and loneliness are affecting 

your pupils’ ability to learn and achieve and ensure appropriate support is 

provided to those with high levels of distress. 

Enjoyment 

John Ivens 

Assess your pupil’s quality of life and happiness levels and find out more 

about what social or emotional triggers can influence their life satisfaction. 

Healthy Living 

Adrian Furnham and Alice Jones 

Highlight any problems your pupils may have in living a healthy lifestyle, 

including healthy eating, physical exercise, sleep, leisure activities and 

risk-taking behaviours. 

Resilience 

Eamon McCrory and Sean Cameron 

Evaluate how resilient your pupils are in coping with the stresses of daily 

life and help them to develop a healthy sense of self worth that will 

support them in becoming effective problem solvers. 

Responsiveness 

Alice Jones and Norah Frederickson 

Assess pupils’ ability to self monitor their behaviour and help ensure they 

develop a sense of empathy and co-operation when working with others. 

Social Behaviour 

Roger Booker and Adrian Faupel 

Find out how your pupils deal with a range of social situations and 

whether emotional and behavioural problems could be having an impact 

on their progress in school. 

A complete approach – Measures of Children’s 

Mental Health & Psychological Wellbeing in our 

portfolio 

Measures of Children’s Mental Health & Psychological Wellbeing 

provides the perfect platform for delving into the individual elements 

that make up a child’s emotional health and wellbeing. To help 

identify children that may need this type of assessment in the first 

place, the Paediatric Index of Emotional Distress (page 60) is 

a brief and easy-to-use self-rating scale that screens children and 

young people for general emotional and psychological distress, 

making it ideal for use prior to Measures of Children’s Mental 

Health and Psychological Wellbeing. Combined with Pupil 

Attitudes to Self and School (PASS) (pages 46–48), our all-age 

attitudinal survey that measures pupils’ attitudes by looking at 

factors 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. 

Why use Measures of Children’s Mental Health & 

Psychological Wellbeing? 

• Schools are the ideal place to identify the mental health needs of pupils 

early, so that wellbeing can be promoted and specialist help provided 

quickly where it is necessary 

• The portfolio speeds up the assessment and diagnosis of children’s 

mental health requirements to support early intervention 

• It provides one source of paper-based 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 

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. 

Prices 

*+VAT 


Introduction Booklet 978 07087 19114/GLA300 £30.00* 

Enjoyment Booklet 978 07087 19121/GLA300 £75.00* 

Belonging Booklet 978 07087 19138/GLA300 £75.00* 

Resilience Booklet 978 07087 19145/GLA300 £75.00* 

Distress Booklet 978 07087 19152/GLA300 £75.00* 

Responsiveness Booklet 978 07087 19169/GLA300 £75.00* 

Social Behaviour Booklet 978 07087 19176/GLA300 £75.00* 

Healthy Living Booklet 978 07087 19183/GLA300 £75.00* 

Portfolio Overview GLA147 F.O.C. 


59


The Paediatric Index of Emotional Distress 

Suzy O’ Connor, Terri Carney, Emma House, Eamonn Ferguson and Rory O’ Connor 

Complete set 

contains: Manual and 


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 

Timed: 


also 

available 




and Measures of 

Children’s Mental 

Health and 

Psychological 

Wellbeing See 

pages 58–59 

Did you know? 

It is estimated that 10% 

of children suffer from 

mental health problems 

Example of the PI-ED 

rating scale 

Based on the popular Hospital Anxiety & Depression Scale (HADS) the 

Paediatric Index of Emotional Distress (PI-ED) is a valid and reliable selfrating 

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. 

The PI-ED is the only measure of its kind designed for use with both 

children that have physical health problems (i.e. those in paediatric 

clinics and hospitals) and children in a normal population. 

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. 

A complete approach – 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 (pages 58–59) 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 46–48), our all-age attitudinal survey that 

measures pupils’ attitudes by looking at factors 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. 

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 with clear 

cut-off scores to indicate 

increased risk of psychological 

distress 

• 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 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 

Prices 

*+VAT 


Manual 978 07087 19800/GLA300 £45.00 



60

Emotional Literacy: Assessment and Intervention 

Adrian Faupel, Southampton Psychology Service 

Complete Sets 

contain: teacher guidance, 

pupil/teacher/parent 

questionnaire, intervention 

activities and 

CD-ROM 

Age Range: 

7–16 years 

Suitable for: 


Educational Psychologists, 

Learning Mentors and 

Counsellors 

Timed: 


also 

available 



See pages 46–48, 

Measures of 

Children’s Mental 

Health and 

Psychological 

Wellbeing See 


Paediatric Index of 

Emotional Distress 

See page 60 

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 

SENOCs 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 

Sample Worksheet from Secondary Manual 

Prices 

*+VAT 

Emotional Literacy 7 – 11 


Emotional Literacy 11 – 16 



61


Let’s Think! Series 

Age Range: 

4–11 years 

Suitable for: 

Teachers 

Timings: 

Untimed 

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 developing skills as they occur. 

The Let’s Think! series offers an excellent foundation for learning, covering the core primary subjects of 

Literacy, Maths and Science. The series also included 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. 

Complete 

Sets vary but generally 

contain: Teacher’s Guides, 

Resource Guides and 

Activity Materials 

and Sheets. 

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 



Now fully mapped to the four 

capacities of the Curriculum for 

Excellence. Call 0845 602 1937 

for your free mapping grid 

62

The Let’s Think! series 

comprises: 

Let’s Think! Handbook 

(4-11 years) 

Philip Adey (Editior) 

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! (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! 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, Let’s Think! Early 

Years contains 15 motivating 

activities designed to help 

children improve how they 

approach problems. 

Let’s Think through Literacy! 

(9-11) 

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. 

Prices 

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 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 comprises 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. 

*+VAT 

Let’s Think! Complete Set 978 07087 12566/GLA300 £184.99* 

Let’s Think! Teacher’s Guide 978 07087 12573/GLA300 £99.99 

Let’s Think! Resource Pack 978 07087 12580/GLA300 £106.00 

Let’s Think! Early Years Complete Set 978 07087 14942/GLA300 £114.99* 

Let’s Think! Early Years Teacher’s Guide 978 07087 16311/GLA300 £63.00 

Let’s Think! Handbook 978 07087 17820/GLA300 £49.99 

Let’s Think through Literacy! 978 07087 17837/GLA300 £63.00 

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/GLA300 £69.99 


63


Think Ahead! Developing Thinking through the Arts 

(Drama, Music and Visual Arts) 

Series Editors: Ken Gouge and Carolyn Yates 

Age Range: 

11–14 years 

Suitable for: 

Teachers, SENCOs, Arts Coordinators, 

Directors of 

Specialist Arts Colleges and 

Teacher Trainers 

Timings: 

Untimed 

The Think Ahead! series is a carefully researched programme which 

helps students develop their Personal Learning and Thinking Skills 

(PLTS) through drama, music and the visual arts. Each book includes 

10 motivating lessons, written by specialist teachers which can be used 

independently or together to create an effective approach to developing 

thinking across the arts curriculum. 

The development of PLTS is essential for meeting the three National 

Curriculum aims: becoming successful learners, confident individuals 

and responsible citizens. Think Ahead! provides the ideal learning 

opportunities and contexts for the effective development of these PLTS 

skills. As well as developing students' thinking, these extensively trialled 

materials provide the opportunity for increased creativity and better 

interaction, and for every student to be fully involved. 

The series comprises: 

Think Ahead! Developing thinking through Drama 11–14 

Stephen Alty and Lorna Pout 

Think Ahead! Developing thinking through Music 11–14 

Jane Petrie, Will Evans and Harry McLoughlin 

Think Ahead! Developing thinking through Visual Arts 11–14 

Nigel Leighton and Anne-Marie Quinn 

Why use Think Ahead!? 

• Think Ahead! is an essential 

framework to develop Personal 

Learning and Thinking Skills 

• Effective development of 

students Personal Learning and 

Thinking skills raises 

achievement and makes a 

considerable impact on 

learners’ 

• The framework can be easily 

incorporated into the school 

year, providing teachers with a 

range of lessons plans to aid 

day-to-day teaching 

• Think Ahead! encourages 

creativity, whilst motivating and 

engaging students 

Think Ahead 

Pack contains 

all 3 programme 

booklets 

Prices 

Think Ahead! Developing Thinking through: 

Drama 11–14 978 07087 15048/GLA300 £49.99 

Music 11–14 978 07087 15062/GLA300 £49.99 

Visual Arts 11–14 978 07087 15055/GLA300 £49.99 

Think Ahead! Pack 978 07087 16250/GLA300 £119.99 

64

Assessment for Learning 

Black Box Series 

Edited by Edited by Paul Black, Christine 

Harrison, Bethan Marshall and Dylan Wiliam 

Age Range: 

5–18 years 

Suitable for: 

Teachers and Educational 

Psychologists 

Timings: 

Untimed 

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 

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. 



Prices 

Inside the Black Box 978 07087 13815/GLA300 £5.50 

Working Inside the Black Box 978 07087 13792/GLA300 £5.50 

Inside the Primary Black Box 978 07087 17684/GLA300 £5.50 

English Inside the Black Box 978 07087 16861/GLA300 £5.50 

Mathematics Inside the Black Box 978 07087 16878/GLA300 £5.50 

Science Inside the Black Box 978 07087 14447/GLA300 £5.50 

Geography Inside the Black Box 978 07087 17554/GLA300 £5.50 

ICT Inside the Black Box 978 07087 17639/GLA300 £5.50 

Modern Foreign Languages 


Design & Technology 



65

Self-Evaluation & School Improvement 

GL Performance – An Introduction 

Alongside GL Assessment, GL Performance is a division of the 

Granada Learning Group Ltd. 

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 as well as schools with academy status. 

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. 

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. 

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. 

Professional Development Services 

Our team of accredited facilitators deliver a range of training and 

consultancy services designed to help schools meet their improvement 

goals. 

GO 4 Schools 

An online data management tool designed to help school leadership 

teams maximise School Improvement through the collation of all 

classroom and assessment data in one place. 

66

Schoolcentre 

Age Range: 

4–18 years 

Suitable for: 

Teachers, School Leadership 

Teams and Governors 

Timings: 

Untimed 

Why not book a free no 

obligation appointment with 

one of our GL Performance 

Consultants to discuss 

Schoolcentre in more detail. 

Call 0845 602 1937 or email 

info@gl-performance.co.uk 

now! 

Schoolcentre is a powerful online tool that brings together selfevaluation, 

school improvement and performance management in a 

single, seamless environment. Designed around an entirely nonprescriptive 

approach, its customisable features enable you to tackle 

your self-evaluation the way you want to. 

Accessible from any PC with an Internet browser, Schoolcentre ensures 

vital documents are continually updated, and helps school remains 

ready for inspection. It also enables staff, partners and other 

stakeholders to share actions, gather evidence and collaborate on 

teaching and learning goals, helping to build a stronger community and 

giving real meaning to the ‘single conversion’. 

Even though schools are no longer bound by the demands of the 

Self-Evaluation Form (SEF) the need for effective self-evaluation remains 

as important as ever. In light of this, Schoolcentre now offers a bespoke 

solution to self-evaluation. The complementary function offers: 

• The ability to create your own self-evaluation template following the 

four new key inspection areas 

• A choice of pre-designed self-evaluation templates 

• The opportunity to add your unique sections and questions relevant 

to your school 

• The opportunity for clusters and other groups of schools to create 

and manage their own group template. 

The existing features and benefits of Schoolcentre will only be enhanced 

by this new functionality. 

Why use Schoolcentre? 

• Schoolcentre provides peace of 

mind that all vital documents are 

up-to-date and readily at hand 

for school inspections 

• Increased transparency, allows 

staff to see how their efforts are 

contributing towards wider 

goals and school governors to 

monitor progress remotely 

• The online tool, allows the 

effective assignment of new 

actions and gives a complete 

overview of the status of any 

action 

• It facilitates the direct linking of 

departmental self-evaluations 

with whole-school evaluations 

• Schoolcentre is regularly 

updated and requires no reinstallation, 

ensuring it remains 

relevant and valid through 

government change 

“Having an online system for 

managing school improvement 

has put department heads in the 

driving seat within their 

individual subject areas and 

allows them to see where the 

work they are doing to boost 

pupils’ achievement fits into the 

whole school vision.” 

Maria Gash, Assistant Headteacher, 

Fuslton Manor Secondary School, 

Kent 

Schoolcentre: In the Spotlight 

The slimming down of the Ofsted school inspection process and 

the scrapping of the Self-Evaluation form (SEF) in its current format 

has been broadly welcomed by headteachers' unions. 

In January 2012, Ofsted is expected to finalise a new set of 

guidelines for school self-evaluation covering the four key areas in 

which schools will be judged during an inspection. There is no 

longer a set form from Ofsted to complete and schools will be free 

to decide how they continue their self-evaluation process. 

Although the SEF was largely regarded as lengthy and overly 

prescriptive, many school leaders recognise the important focus it 

provided in the drive towards whole-school improvement. 

In response to this, GL Performance has developed a powerful 

enhancement as part of its online school improvement system, 

Schoolcentre, which gives schools a bespoke solution to selfevaluation 

specifically designed to meet their needs. The 

enhancement, which has been successfully trialled in schools, now 

enables schools across the UK to create and modify a template for 

self-evaluation and define their own content, including measures 

that can be used to demonstrate the value they are adding to 

children’s learning during an inspection. 

Go online to view case studies and further information – 

www.schoolcentre.net 

An annual subscription to 

Schoolcentre includes: 

unlimited telephone & 

email support, additional 

new features, customisable 

Evaluation Template, 

customisable school 

development plan , remote 

assistance to offer best 

practice advice. 

Our prices start from: 

Primary School - Annual Subscription 

£600.00 

Secondary School - Annual Subscription 

£1275.00 

Please note: there will be an additional 

one-off charge for 1 day onsite set-up 

with training for SMT. 

Please call 0845 602 1937 for an 

estimate or further information on 

prices. 

Find your Area Consultant on pages 2–3 Tel: 0845 602 1937 www.gl-performance.co.uk 

67


Kirkland Rowell Surveys 

Age Range: 

4–18+years 

Suitable for: 



Timings: 

Untimed 







Kirkland Rowell Surveys in 

more detail. Call 0191 270 

8270 or email info@kirklandrowell.com 

now! 

ASCL Member discounts 

available for the Kirkland Rowell 

Surveys. Call 0191 270 8270 for 

further details 

“The results of our school’s first 

survey have more than lived up to 

our expectations. I recognise the 

school’s characteristics in the 

reported results but I am 

particularly please to find a 

number of measurable 

observations and insights which I 

know will further accelerate our 

school improvement and 

development. Your product offers 

extremely good value for money. 

We will certainly be using it in 

the future as the benchmark for 

our parent consultation process.” 

Andrew Wright, Headteacher 

Lincoln Christ’s Hospital School, 

Lincoln 

Used by over 2,500 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, providing you with a solid baseline for an 

effective self-evaluation of your school, in preparation for the inspection 

process. 

Recommended by both 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 self 

evaluation including: 

• 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 can also be tailored 

to each school. 

Kirkland Rowell Surveys: In the spotlight 

Many of the changes currently sweeping through education are 

transforming the relationship schools have with parents, whose 

thoughts and views have never been more important in shaping 

the way schools are run and defining the support children receive 

in their learning. 

The recently published SEN green paper emphasised the need for 

more parental choice in where and how their children are educated, 

whether this is in mainstream or special schools. And the Bew 

Review of Key Stage 2 assessment called for a wider range of 

information to be made available to parents so that they have a 

deeper understanding of how their child is progressing in school. 

In addition to this, as part of the new Ofsted inspection framework, 

parents could be given the power to trigger a school inspection by 

voicing their concerns about their child’s school through the 

inspectorate’s website. 

In light of this, Kirkland Rowell Surveys are an invaluable tool in 

providing an accurate snapshot of how a school is viewed by its 

stakeholders today and the results provide a wealth of information 

that will help ensure the right decisions are made tomorrow. 

Go online to view sample surveys, case studies and further 

information – www.kirkland-rowell.com/surveys 

Why use KRS? 

• Kirkland Rowell Surveys are the 

only surveys to weight your 

results against what 

stakeholders usually say in 

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 – a 

particularly valuable exercise 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 

changing wants and needs of 

pupils’ parents 

Please call 0191 270 8270, for an 


prices. 

Our prices start from: 

Parental Survey - Secondary School 

£475.00 

Parental Survey - Primary School 

£295.00 

Pupil Survey - Secondary School 

£420.00 

Pupil Survey - Primary School £295.00 

Staff Survey (including optional 

Governor Analysis) £270.00 

68

NEW! Kirkland Rowell Surveys 

Interpretation & Analysis Services 

GL Performance has developed a series of Interpretation & Analysis 

Services for Kirkland Rowell Surveys, designed to help school 

leadership teams realise the full potential of their Kirkland Rowell Survey 

data. Whilst Kirkland Rowell Survey 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 

empowers your school’s leadership team to effectively target resources 

to the areas that really matter. Various levels of support are offered, 

enabling you to choose the level of support most suitable to your needs. 

These levels of support are outlined below. 

Local Workshop 

Designed for groups of up to 15 delegates, this service is best suited to 

a whole school or cluster of schools. The workshop provides a guided 

analysis of sample Kirkland Rowell Survey data, with opportunities to 

reflect on your own school’s data. 

Lead by an experienced facilitator with Senior Leadership experience, a 

typical workshop will focus on: 

• Identification of a school’s perceived strengths and weaknesses from 

chosen criteria 

• How the data can be used for self-evaluation 

• Linking the views of different stakeholders together 

• Identifying the key priorities for improvement. 

£ 

£195 +VAT per person (full-day) 

Also available for a whole school or cluster of schools - prices available 

on application. Look out for details of workshops in your area. 


Our Tailored Services are the ideal choice for those schools looking for 

an even deeper and more strategic level of analysis of their own data. 

This enhanced level of service partners you with an experienced 

facilitator empowering you and your senior leadership team to identify 

the key questions from the interpretation of the data and to help 

formulate your action plan. 

To enable this level of analysis, schools must allow their facilitator 

access to their Kirkland Rowell Survey data. Schools can choose from 

the following options: 

1. Enhanced School-specific Commentary 

A report-only option, providing a strategic commentary (in paper and 

electronic format) through thorough analysis of your Kirkland Rowell 

Survey data, identifying key questions for further investigation. 

£ £295 +VAT (1 report) 

£ £495 +VAT (combining 2 reports) 

(3rd report combined free) 


One of our senior facilitators will visit your school, to discuss in detail the 

key questions arising from your survey data. They will help you prioritise 

appropriate strategies and improvement plans. 

£ £750 +VAT (full-day) 

3. Combined Service 


• Identification of your school’s perceived strengths and weaknesses 

from chosen criteria 

• How the data can be used for self-evaluation 

• Linking the views of your different stakeholders together 

• Identification of key questions and insights from your own Kirkland 

Rowell Survey data 

• A half day meeting in your school, with senior leaders, to discuss and 

prioritise appropriate strategies and actions 

• A final enhanced school-specific summary identifying your key 

questions and plans for improvement for each survey report. 

£ £995 +VAT for 1 report 

£ £1195 + VAT combining 2 reports 

(3rd report combined free) 

Please call 0845 602 1937 or email pds@gl-assessment.co.uk 

for further information or to organise booking one of our 

Kirkland Rowell Surveys Interpretation & Analysis Services. 

“I feel the group and the amount of knowledgable support was very 

valuable indeed. Also thankyou for your flexibility in managing the 

lack of school survey.” 

Delegate from Local Workshop 



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. 

Find your Area Consultant on pages 2–3 Tel: 0845 602 1937 www.gl-performance.co.uk 

69


Professional Development Services 

Suitable for: 






Consultants to discuss any 

of our Professional 

Development Services in 

more detail. Call 0845 602 

1937 or email info@glperformance.co.uk 

now! 

At GL Performance, we supply schools with much more than a list of 

resources that enhance school improvement. In fact, we are unique in 

reinforcing our resources with a range of Professional Development 

Services that ensure all aspects of school improvement can be 

addressed and resources used to their full potential. 

To ensure our services have maximum impact, all services are delivered 

by a team of accredited facilitators who have extensive experience: 

• At senior leadership level 

• Working in schools 

• 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. 

Our Professional Development Services offer a wide range of high 

quality training opportunities for education professionals, helping ensure 

Continual Professional Development (CPD) measures stay in line with 

the long term vision for your school’s future. Alongside this, we have 

developed a series of bespoke Interpretation & Analysis Services for the 

Cognitive Abilities Test (CAT) (page 16), Kirkland Rowell Surveys (page 

68) and Pupil’s Attitudes to Self and School (PASS) (pages 46–48) 

designed to help schools realise the full potential of their data. Please 

see relevant pages for full details of these invaluable services. 

Examples of our popular independent courses include: 

• ViewPoints on Style 

• Coaching and Mentoring Skills Development 

• Advanced Coaching Skills Development 

• Coaching for Senior Leaders 

• Partners in Leadership (an accredited middle leadership development 

programme) 

Our consultancy services include: 

• Self-Evaluation Review and pre-inspection support services 

• CAT Interpretation & Analysis Services (see page 16) 

• Kirkland Rowell Interpretation & Analysis Services (see page 68) 

• PASS Interpretation & Analysis Services (see page 48) 

Why use PDS? 

• Professional Development 

Services offer a wide range of 

high quality training 

opportunities for education 

professionals, helping ensure 

Continual Professional 

Development 

• All services are delivered by 

accredited facilitators, who have 

previously worked within the 

education sector 

• Our recently launched 

Interpretation & Analysis 

Services ensure you maximise 

the impact of your CAT, PASS 

and Kirkland Rowell Surveys 

data 

• PS is also ISO 9001 accredited 

to ensure quality delivery 

• Our Self-Evaluation Reviews 

provide and in-depth, 

independent and experienced 

analysis of your self-evaluation 

• With ISO 27001 accreditation 

you can be assured that your 

data is safe with us 

Please call 0845 602 1937 for further 

information on prices for our 

portfolio of Professional 

Development Services. 

Please visit www.gl-performance.co.uk/pds for full course details 

and an up-to-date listing of all the courses on offer through our 

Professional Development Services, along with full details 

of our consultancy services. 

70

GO 4 Schools 

Age Range: 

4–18 years 

Suitable for: 



Timings: 

Untimed 

also 

available 

Cognitive Abilities 

Test (CAT) See 

pages 12 – 17 





GO 4 Schools in more detail. 

Call 0845 602 1937 or email 

info@gl-performance.co.uk 

now! 

GO 4 Schools in an online data management tool designed to help 

School Leadership Teams maximise School Improvement through the 

collation of all classroom and assessment data in one place. 

Developed by Senior Leaders data managers, GO 4 Schools can unlock 

your school’s hugely valuable data recourses by bringing together the 

most up-to-date information from your management information 

system, and analysing it simply and securely online. This data may 

include progress reporting, intervention planning, pupil/parent 

engagement and pupil’s attainment, attendance and behaviour. 

The web software provides school staff with instant access to real time 

assessment data at the touch of a button, providing a shared view of 

pupil progress. This is particularly useful in clamping down on poor 

behaviour where apparent, raising pupils’ attainment and driving 

progress towards school improvement goals. 

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 can help boost parental engagement, encouraging them to provide 

the right support from home to help reduce challenging behaviour and 

get more involved in their child’s education, ultimately raising attainment. 

Go online to view case studies and further information 

– www.go4schools.com 

GO 4 Schools links neatly in with our Cognitive Abilities Test 

(CAT) (page 12), since data from CAT can be fed into GO 4 Schools 

and analysed against all other assessment and target data. 

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 


prices. 

THE OFFICIAL 

11+ 

SERIES 

New 

Available Now! 

New practice tests and support guides 

from the Official 11+ Publisher 

GL Assessment is the Official 11+ Publisher, developing and publishing 

the actual 11+ test papers that the majority of candidates will take. 

To give children a head start in the 11+, we have extended the Official 11+ Series, offering the essential 

information, advice and strategies for success. 

• NEW The Official Parents’ Guide to the 11+ demystifies the 11+ process, to help parents and tutors deal 

effectively with this challenge – and make it a positive experience. 

• NEW 11+ Explained series for Verbal and Non-Verbal Reasoning provides step-by-step guidance to help 

children solve each question type and develop their test technique. 

• The Official 11+ Practice Papers are as close to the real tests as you can get, providing essential preparation 

for all candidates. 

• NEW Pack 2 Practice Papers now available for English, Maths, Verbal Reasoning and 

Non-Verbal Reasoning. 

Comprehensive and authoritative 11+ preparation from the publishers of 

the real 11+ test! 

71 

Visit www.officialelevenplus.co.uk for further information

3exclusive assessment 

packages from the 

NAHT’s official 

assessment provider 

Benefit from our integrated assessment solutions 

– and save money at the same time! 

As the official assessment provider of the NAHT, GL Assessment 

is delighted to offer NAHT Members three exclusive assessment 

packages specifically designed for use across Primary and 

Secondary phases. 

package 

1 

Assessing for Access 

Arrangements at GCSE 

NEW GROUP 

READING TEST 

6–16 

Page 

26 

YORK 

ASSESSMENT OF 

READING FOR 

COMPREHENSION: 

PASSAGE READING 

SECONDARY 

• Screen with the New Group 

Reading Test 

• Follow up with the York 

Assessment of Reading for 

Comprehension for an in-depth, 

individual assessment. 

NAHT 

Members 

are entitled to an 

exclusive 

5% discount 

on the total order 

value of each 

package 

Page 

34 

package 

2 

Assessing pupils with 

dyslexia 

DYSLEXIA 

SCREENER 

DIGITAL 

The exclusive 5% 

discount also 

applies to any of 

our Kirkland 

Rowell Surveys. 

See pages 

67-68 

Page 

49 Page 

50 

DYSLEXIA 

GUIDANCE 

DYSLEXIA 

PORTFOLIO 

Page 

51 

• Screen with Dyslexia Screener 

• Assess individual pupils with the 


• Plan intervention strategies with 

the help of Dyslexia Guidance. 

package 

3 

Assessing literacy skills – 

Primary and Secondary 

NEW GROUP 

READING 

TEST 6–16 

Page 

26 

YORK 

ASSESSMENT 

OF READING FOR 

COMPREHENSION: 

PASSAGE READING 

PRIMARY 

• Screen and monitor reading 

with the New Group Reading 

Test 

• Follow up with the York 

Assessment of Reading for 

Comprehension 

BRITISH 

PICTURE 

VOCABULARY 

SCALE: THIRD 

EDITION 

Page 

32 

• Establish vocabulary knowledge 

with the British Picture 

Vocabulary Scale: 3rd Edition. 


Page 

24 

72 

For further information or to purchase one of these exclusive NAHT 

Member packages please call: 0845 602 1937 and quote GLA309

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 75–76). 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 By Post – using an GL Assessment order form (see page 74). Please 

ensure that titles, quantities and product codes are all clearly visible. 

2 By Fax – on 0845 601 5358. 

Simply fax your order direct to our Order Processing Department. 

3 By Direct Order Line – on 0845 602 1937. 

Please have titles, quantities and product codes ready. 

4 Through our online shop – www.gl-assessment.co.uk 

5 Through your local Area Consultant – please see pages 2–3 for 

details. 

6 By email – at the following address: info@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. 

Postage and packing 

For those sending payment with order, please add a flat rate of £4.15 

(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. 

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. 

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. 


73

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. 

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 £4.15 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. 

VAT No. 

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 

Delivery Date: 

Your details 

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 information@gl-assessment.co.uk 

74

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. 

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 


Section 1 – Personal Details 

First name 

Job title 

Surname 

Employer’s/School Name (Trading name if self-employed) 

Title 

Work/School Address 

Telephone 

Email 

Postcode 

Fax 

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 

Independent School 

Independent Consultancy 

Bookshop 

Primary School 

Special School 

Learning Support Service 

Nursery School 

Secondary School 

LA 

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 


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 


75

Customer Registration Form 

Section 4 – Membership/Qualifications/Training/Experience 

Professional Membership 

Please list membership of professional bodies, specifying type of membership. 

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 

76

Index 

Area Consultants...............................................................2 

Assessment Solutions .......................................................8 

Black Box Series .............................................................65 

British Picture Vocabulary Scale: 3rd Edition ......................24 

British Spelling Test Series: 2nd Edition ............................25 

CAT Digital ......................................................................14 

CAT Interpretation & Analysis Services ..............................16 

CAT Scoring & Reporting Service.......................................15 

Cognitive Abilities Test (CAT).............................................12 

Diagnostic Test of Word Reading Processes.......................30 

Dyscalculia Guidance.......................................................53 

Dyscalculia Screener Digital .............................................52 

Dyslexia Guidance ...........................................................51 

Dyslexia Portfolio.............................................................50 

Dyslexia Screener Digital..................................................49 

Emotional Literacy: Assessment and Intervention ..............61 

Gaelic Phonological Screening Test ...................................31 

GL Assessment .................................................................4 

GL Performance...............................................................66 

GO 4 Schools..................................................................71 

Group Reading Test .........................................................27 

Kirkland Rowell Surveys ...................................................68 

Kirkland Rowell Surveys Interpretation & Analysis Services....69 

Let’s Think! Series ...........................................................62 

Measures of Children’s Mental Health & Psychological 

Wellbeing ........................................................................58 

Measuring Success in Maths............................................44 

Measuring Success in Science .........................................45 

Mental Mathematics 6–11 ...............................................43 

Middle Infant Screening Test and 

Forward Together .............................................................39 

NAHT Assessment Packages ............................................72 

Neale Analysis of Reading Ability ......................................36 

New Group Reading Test ..................................................26 

New Group Reading Test Scoring & Reporting Service.........27 

Non-Verbal Reasoning ......................................................20 

Non-Verbal Reasoning Digital ............................................21 

Official 11+ Practice Papers, The ......................................71 

Paediatric Index of Emotional Distress, The .......................60 

PASS Interpretation & Analysis Services............................48 

Phonological Assessment Battery .....................................31 

Professional Development Services ..................................70 

Progress in English ..........................................................22 

Progress in English Digital................................................22 

Progress in English Scoring & Reporting Service ................23 

Progress in Maths ...........................................................40 

Progress in Maths Digital .................................................40 

Progress in Maths Scoring & Reporting Service..................41 

Pupil Attitudes to Self and School (PASS) ..........................46 

Reading Now...................................................................36 

Schedule of Growing Skills ...............................................56 

Schedule of Growing Skills: Training Courses .....................57 

Schedule of Growing Skills: Training DVD...........................57 

Schoolcentre...................................................................67 

Single Word Reading Test 6–16 ........................................39 

Single Word Spelling Test .................................................38 

Single Word Spelling Test Digital .......................................38 

Spatial Reasoning ...........................................................21 

Suffolk Reading Scale......................................................28 

Suffolk Reading Scale Digital............................................28 

Suffolk Reading Scale Scoring & Reporting Service ............29 

Teaching Talking ..............................................................37 

Think Ahead! Developing Thinking through the Arts.............64 

Verbal Reasoning.............................................................18 

Verbal Reasoning Digital ..................................................18 

WellComm Toolkit ............................................................54 

Wordchains .....................................................................37 


Early Reading and Passage Reading Primary......................32 


Passage Reading Secondary ............................................34 


77

Look out for our key assessments . . . 


(PiE) 

identify pupils’ 

specific strengths 

and needs in 

English 

Page 

22 


Test (NGRT) 

screen and monitor 

the reading ability 

of a whole class 

Page 

26 

Cognitive Abilities Test 

(CAT) 

predict pupils’ 

potential 

Page 

12 


(PiM) 

use diagnostically 

to identify pupils’ 

needs in relation to 

number and shape 

Page 

40 


Scale (SRS) 

assess reading at 

sentence level 

Page 

28 

Pupil Attitudes to Self 

and School (PASS) 

understand pupils’ 

behaviour 

Page 

46 


9th Floor East, 389 Chiswick High Road, London W4 4AL 

Tel +44 (0)20 8996 3333 Fax +44 (0)20 8742 8767 email info@gl-assessment.co.uk www.gl-assessment.co.uk

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