The SENCO role was established nearly thirty years ago in the SEN Code of Practice 1994 where it stated that all mainstream schools must have a SENCO responsible for coordinating services around children with SEN. For the majority of children developing verbal reasoning skills comes naturally, while others may find it more of a challenge.

It is most applicable for use by Class Teachers working with 4-7 year old children as well as Special Educational Needs Teachers, Teaching Assistants, Learning Support Assistants and Speech and Language Therapists / Pathologists working with children from 4 up to 11 years and more. question sheets are carefully structured to promote children's development of inference, verbal reasoning and thinking skillsA practical session on administrating formal and informal assessments with Paediatric and adult client groups

The 50 pictures/scenarios are presented with a range of questions at 3 language levels (A, B and C). These levels correspond with Blanks Levels, 2, 3 and 4... Each scenario also has a short story for children to read, allowing the task to also be used for reading comprehension (with or without the picture). Activities require little preparation and can be used for social communication groups. If a child who is recognised as having a specific language impairment, delayed language skills, Autistic Spectrum Conditions (including Asperger’s Syndrome), or moderate learning difficulties developing verbal reasoning skills can seem almost impossible. In summary, this is an excellent practical resource based on Blanks Levels, targeting both spoken and written comprehension." — Claire Bolton van Weert, Speech & Language Therapist This book is based around 50 verbal and picture scenarios that can be used with a wide range children, of varying ages and abilities. Above all this book is practical to use not only in the classroom but with children on an individual basis too. The question sheets have been carefully structured to improve a child’s development in terms of verbal reasoning and thinking skills. The parallel assessments of written and spoken language can be used to assess each child on an individual basis, therefore each child will start at the right level for them, with their progress being monitored by worksheets and score forms, which are included.the three parallel assessments of spoken and written language can be used to assess each child's starting level and then to monitor progress