School SEN assessment has moved from a niche area of practice to one of the busiest parts of school life. Demand has risen, systems are stretched, and SENCOs and assessors are expected to make complex decisions with limited time and resources. That makes the gap between completing training and demonstrating real competence more than an academic point. It changes outcomes for children and families.
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This article explains the difference between training and competence, the practical risks when competence is missing, and a clear, actionable route schools can use to turn training into dependable practice.
Training is not the same as competence.
Training gives knowledge. Competence is the reliable use of that knowledge in messy real world conditions.
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A short course or certificate shows someone has been exposed to guidance and practice. Competence shows they can interpret complex information, weigh multiple sources of evidence, adapt an approach for a particular child, and make decisions that stand up to scrutiny.
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Training is necessary. It is not sufficient. Competent assessors do not simply quote scores. They explain why a difficulty appears, how it affects access to assessment, and which adjustments genuinely support the student. They document decisions clearly and use reflective practice to keep improving.
Why this distinction matters now
When training stops short, and competence is missing, harm is usually quiet but real. Examples include misidentification of students, unnecessary interventions, delayed support, and poor trust between families and schools.
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Test results taken at face value, rigid reliance on thresholds, and viewing diagnosis as the only driver of adjustments all lead to weaker outcomes. Put simply: training without competence often produces compliance without judgment. That is precisely what a good SEN assessment exists to avoid.
What real competence looks like in practice
Actual competence in school SEN assessment looks like this:
Interpretation not reporting: Assessors explain patterns in data, not just list numbers.
Triangulation of evidence: Decisions weigh teacher observation, standardised testing, mock exams, intervention history and student voice.
Functional focus: Assessors connect difficulty to timed assessment conditions and to the tasks students must complete.
Flexible professional judgement: When a child does not fit a familiar pattern, the assessor adapts tests and evidence-gathering rather than imposing a cookie-cutter solution.
Reflective practice and supervision: Competent assessors use mentoring and case review to test decisions and learn from complex cases.
Quick competence checklist for SENCOs
Use this to audit yourself or to set minimum expectations.
As an assessor, can I;
- Interpret assessment data rather than simply report scores
- Weigh evidence from tests, classroom observation and mocks
- Explain how a difficulty affects exam or timed tasks
- Justify proposed adjustments in terms of the student’s normal way of working
- Document interventions, trials and impact with dates and signatures
- Participate in regular reflective supervision or mentoring
If you are unsure about any of the above, the pathway is clear: a structured practice, mentoring and assessed experience, not just more training.
Practical route from training to competence
Your training must be followed by structured practical steps. Here is a simple, tested pathway you can adopt;
1. Build a screening and evidence rhythm
Run baseline standardised screens on entry Year 7, collect ongoing classroom evidence, re-screen in Year 9 first term and screen the exam year in the first term. Using a tool such as SWIFT for group-standardised testing provides objective baselines and saves time.
2 Supervised practice and mentoring
Require observed assessments, case supervision and moderated decision making. Put yourself into a mentorship loop where decisions are reviewed and reflected upon.
3.Use diagnostics where complexity demands it
For complex profiles, commission a diagnostic battery such as the Woodcock-Johnson V or an equivalent. A deeper assessment may add critical detail that classroom evidence alone may miss. Use them to inform bespoke interventions and to strengthen evidence for access arrangements or support.
4.Make evidence routine
Use a one-page evidence template that teachers and LSAs can update. Require dated notes, mock timing logs and lists of interventions. LSAs are often the best source of day-to-day evidence, so include their records in the pack.
5. Enrol in a formal assessment qualification training
Where possible, adopt routes that combine learning with assessed practice. Certificate of Competence in Educational Testing (CCET) or Educational Testing and Access Arrangement Training certification (ETAAC) are two example that supports assessors to develop leadership and assessed practical experience. Programs like this build competence, not just certificates.
Training is valuable. Competence is essential. Schools that invest in supervised practice, mentoring, routine evidence, and the right assessment tools will make better decisions, improve student outcomes, and reduce the stress families feel.
