SEN Profiling Questionnaire

SEN Tutor Questionnaire

Understanding a Child’s Learning, Behaviour and Possible Neurodivergent Traits in a Small Group Setting

Purpose: This questionnaire aims to understand how the child presents in a smaller, more structured learning environment. It focuses on attention, communication, social interaction, emotional regulation, learning behaviours and individual support needs. Please answer the following 15 questions based on your direct observations during tutoring sessions. Where possible, include specific examples and note whether behaviours occur regularly or only occasionally.

Important note: This is an observational questionnaire, not a diagnostic assessment. It is intended to help identify patterns, strengths and support needs that may be relevant to autism, ADHD or other neurodevelopmental differences.

It is particularly helpful to ask teachers to include real examples rather than simply answering yes or no, and to describe both what the child finds difficult and what helps them thrive. Some children may mask their difficulties in the classroom, so a child appearing settled does not necessarily mean they are finding school easy.

Focusing on strengths, understanding needs, unlocking potential.

“Every child deserves to feel truly seen, heard, and understood, not just supported. Too often, children with additional needs are defined by what they struggle with, rather than recognised for who they are and what they are capable of becoming. Our SEN profiling goes beyond labels and surface-level observations, taking time to build a clear and compassionate picture of each child’s strengths, challenges, and the experiences that shape how they navigate the world.

When we take the time to understand a child in this way, we can begin to remove barriers that have been holding them back and replace uncertainty with clarity, frustration with confidence, and anxiety with reassurance. This deeper understanding empowers families and schools to respond with greater consistency and purpose, creating the conditions where children feel safe, supported, and able to thrive both emotionally and academically..”

—Chris Moore (Managing Director)