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Ella's Foundation Phase Profile

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I am going to be responding to a case study regarding a child whose teacher is becoming increasingly concerned about her progress and development, from observations it is thought that she is showing signs of additional learning needs. Ella is a four year old girl who has been in the reception class for six months. Before starting in the reception class Ella’s Foundation Phase profile specified her particular strengths and weakness’ and it appears there is cause for concern throughout the main seven learning areas. Ella is described as a happy child who is a popular member of the class, however it is said she prefers solitary play and rarely initiates conversation with her classmates or adults. Her communication skills are causing particular …show more content…

(2010:33) states that before any individual is diagnosed with having learning needs or difficulties ‘it is important the child has developed secure and positive attitudes to the adults who are caring for him or her, and has had the opportunity to play with other children.’ From the information provided in the case study that Ella is happy with the adult support she has within the classroom as she heavily relies on adult support and direction. It is also acknowledged that Ella has supportive parents who have previously registered her at a playgroup, where she would again have been around other children prior to starting …show more content…

A baseline assessment can be useful to record where the child is at with their progress, it will also identify what abilities they already have and where they require assistance the most. WAG (2011:2) explains, ‘the baseline assessment will be a description of the whole child using the developmental areas which make up the profile.’ ‘The Descriptions of behaviour are grouped into six Developmental Areas which describe the journey between ‘child development’ and ‘learning outcomes.’ The next step for her teacher would be to share her concerns with the school’s Special Educational Needs Co-ordinator (SENCO) they can then hold a meeting with Ella’s parents who are described as supportive and come up with effective plans to help Ella. These will be different to targets and actions already in place for the other children in her class. This process is called School

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44(9), 32-34. Dudley-Marling, K. (2004). The social construction of learning disabilities. Journal of Learning Disabilities, 37(6), 482-489. Sleeter, C. E. (1998).

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