Stuart

My Requirements

We have withdrawn Toby from school, so we now need a home tutor for Toby. Hours, days and subject matter open to discussion. A condensed report on Toby follows :

Toby started school at Ormesby Primary school Middlesbrough where as a consequence of concerns about the development of his speech and language skills he was seen by Speech Therapists. Subsequently Toby received outreach support from the Language Unit at Overfields Primary School he then became a pupil at the Language Unit on a part-time, and later on a full-time basis. He completed his primary schooling at the Language Unit. A statutory assessment undertaken in the summer of 2023 when Toby was a Y5 pupil led to the issue of an Education, Health & Care Plan (EHCP). His special educational needs were identified in the plan as being related to moderate learning difficulties, difficulties with receptive and expressive language skills, to anxiety and impulsivity. Toby began to attend Nunthorpe Academy for his secondary education in September 2024. As a consequence of concerns that Toby was not receiving appropriate support in Nunthorpe which his parents considered was making him increasingly distressed and unwilling to attend school, they withdrew him from school after 18 months and elected to home educate him.

In 2025 Toby was diagnosed as having an Autistic Spectrum Disorder (ASD) I understand that he is currently awaiting confirmation of an ADHD (Attention Deficit Hyperactivity Disorder) diagnosis.

Toby lives with his mum, maternal grandparents and his younger half brother aged 5. He has regular contact with his dad.

CURRENT SITUATION

SPEECH, LANGUAGE & COMMUNICATION SKILLS

Although Toby can get his message across verbally, particularly when talking about his particular interests or with adults with whom he feels comfortable, his expressive language skills remain limited. He typically uses only single words or very short phrases when speaking, his speech sounds are not clear and he speaks in a low voice. Toby lacks confidence when talking to people with whom he is unfamiliar and may not speak at all. All these factors mean that the majority of listeners would find it difficult to understand what Toby is saying.

Assessment indicates that Toby’s understanding of language is also limited.

COGNITION & LEARNING

In September 2026 I used the British Ability Scales (BAS 3) to look at Toby’s skills in some of the underlying abilities which are important for learning. Results were as follows:

Actual Age13y 5m
BAS 3 Scale Centile** Age equivalent*

Verbal Scales

Word Definitions
The child has to explain the meanings of individual words. This scale measures acquired verbal knowledge. Solution of the items requires not only vocabulary knowledge but also general knowledge, verbal conceptualisation, abstract thinking, retrieval of information from long term memory and expressive language skills. 1 5y 4m
Verbal Similarities
The child has to state how three things are similar. Items in this scale require general knowledge, vocabulary knowledge, abstract and logical thinking, the ability to distinguish essential and superficial features, retrieval of information from long term memory and expressive language skills. 1 6y 1m
Non-Verbal Reasoning

Matrices
The child is shown an incomplete matrix of abstract figures, and has to select, from a choice of six, the figure which correctly completes the matrix. Items in this scale require the ability to identify rules governing variables in abstract figures and to formulate and test these rules. Solution of the items also requires the use of verbal mediation strategies and visuo-spatial analysis including perception of shape, relative size and orientation. 1 5y 10m
Quantitative Reasoning
The child has to find the numerical relationship between two “dominoes” in order to complete a third. Items in this scale require the ability to identify rules governing numerical relationships. Knowledge of numerals is required for some more advanced items; basic number facts and simple arithmetic operations are also required as is retrieval of information from long term memory and the ability to use verbal mediation strategies. 1 7y 4m
Non-Verbal Reasoning Standard Score 57
0.2
Spatial Abilities

Pattern Construction
The child constructs a design by putting together flat squares or solid cubes to replicate a given pattern. The child’s score is based on accuracy and sometimes speed. This requires the ability to perceive and analyse visual information: decomposing designs into their component parts, perceiving and preserving the relative position, size and angles of the designs and using systematic spatial problem-solving strategies such as sequential assembly, trial and error or hypothesis testing. Eye-hand co-ordination is also required to solve the items. 24 10y 3m
Recognition of Designs
The child sees an abstract line drawing for 5 seconds and is then shown four options. He or she has to pick the same drawing as seen initially. This may reflect: visual-spatial processing, short-term visual memory, perception of spatial orientation and visualisation ability
They have to select the drawing initially seen. 4 7y 7m

LITERACY

In September 2026 I used the YARC (York Assessment of Reading for Comprehension) to look at Toby’s attainments in this area. Results were as follows (chronological age 13y 5m):

Age Equivalent

Reading Accuracy 8y 9m

Reading Comprehension 7y 10m

It is not possible to quote standard scores or centiles for Toby’s results because the test is not standardised for use with pupils of Toby’s age. (He would not be able to access an age appropriate test.)

Toby lacked confidence when reading multi-syllable words and mumbled rather than attempting to pronounce them. His intonation when reading was unusual and disjointed, it did not support the listener in understanding what he was reading. Toby’s answers to comprehension questions did not always make sense in relation to the question asked.

Toby’s attainments in this area are broadly in line with those which would be precited on the basis of ability testing.

SOCIAL SKILLS, EMOTIONAL & MENTAL HEALTH

Toby would like to have friends but lacks the skills to initiate and maintain interactions. He tends to talk at length on topics of interest to him.

Generally Toby can be impulsive and has a short attention span for activities not of his own choosing. Impulsivity and a desire to have friends means that Toby would be particularly susceptible to negative influences from his peers.

Currently Toby struggles to follow daily routines at home without being prompted.

PHYSICAL & SENSORY

Toby experiences a number of sensory sensitivities particularly in relation to the feel of certain clothes and to noise.