Start
ncds_65_eq
STRICTLY CONFIDENTIAL
EDUCATIONAL ASSESSMENT
NATIONAL CHILD DEVELOPMENT STUDY (1958 Cohort)
SPONSORS: Institute of Child Health, University of London National Birthday Trust Fund National Bureau for Co-operation in Child Care National Foundation for Educational Research in England and Wales
IN COLLABORATION WITH: ENGLAND AND WALES Association of Chief Education Officers Society of Medical Officers of Health SCOTLAND Association of Directors of Education Association of School Medical and Dental Officers
CHAIRMAN OF CONSULTATIVE COMMITTEE: Sir Lionel Russell, C.B.E., M.A.
CO-CHAIRMEN OF STEERING COMMITTEE: H. L. Elvin, M.A. W. D. Wall, B.A., Ph.D.
CO-DIRECTORS: Neville R. Butler, M.D., M.R.C.P., D.C.H. Mrs. M. L. Kellmer Pringle, B.A., Ph.D., Dip. Ed. Psych.
SENIOR RESEARCH OFFICER: R. Davie, B.A.
SENIOR MEDICAL RESEARCH OFFICER: M. J. Ball, B.Sc., M.B., B.S., D.P.H.

CHILD'S NAME (Surname)

Generic text

CHILD'S NAME (Christian Names)

Generic text

SEX

1
Boy
2
Girl

DATE OF BIRTH

Date of birth

TODAY'S DATE

Generic date

NAME AND ADDRESS OF PRESENT SCHOOL

Generic text

TELEPHONE NUMBER OF SCHOOL

Generic text

NAME OF HEADMASTER/HEADMISTRESS

Generic text

DATE OF CHILD'S ADMISSION TO PRESENT SCHOOL

Generic date

Child's previous School (if any). Please give name and address, if known, or any other information which will enable us to trace the school.

Long text

NAME OF TEACHER COMPLETING SECTIONS "C" TO "E" OF THIS QUESTIONNAIRE

Generic text
The INTRODUCTORY NOTES AND INSTRUCTIONS are inserted in the centre of this Booklet.
Section A
This section would, most appropriately, be completed by the Headmaster/Headmistress

Does your school have:

1
Day pupils only?
2
Boarders only?
3
Some day pupils and some boarders?
FOR SCHOOLS MAINTAINED BY A LOCAL EDUCATION AUTHORITY (All others please ring code "0" for Questions 12 and 13)

Please indicate appropriate category:

1
Infant School
2
Junior with Infants School (or Primary with Infants)
3
All-age
4
Day Special School (please specify type/s of handicap)
5
Residential Special School (please specify type/s of handicap)
6
Other (please specify)
0
Inapplicable
Generic text

Has your school a "nursery class"? (as specified by your Local Education Authority)

1
Yes
2
No
0
Inapplicable
FOR SCHOOLS NOT MAINTAINED BY A LOCAL EDUCATION AUTHORITY (L.E.A. maintained schools please ring code "0" in Questions 14 and 15)

Please indicate appropriate category:

1
Independent School (to include grant-aided schools) catering wholly or mainly for children who are not handicapped
2
Special School for handicapped children (please specify type/s of handicap)
3
Other (please specify)
0
Inapplicable
Generic text

Has your school a "nursery" or "kindergarten" class?

1
Yes
2
No
0
Inapplicable
Numbers of Pupils at present on School Roll
-
How many
Number of Children 7 years of age or older on 2nd September, 1964
Number of Children at present on roll who will be under 5 years of age on the last day of the current school term
The Remainder (i.e. those under 7 years of age on 2nd September, 1964, and at least 5 years old on the last day of the current term)
Total Number on Roll
Contacts between School and Parents of Infants (All questions apply whether or not there is a Parent/Teacher Association)

Is there a parent/teacher association?

1
Yes
2
No

Are meetings arranged for parents, by school or association, on educational matters?

1
Yes
2
No

Are any social functions organised for parents?

1
Yes
2
No

Do parents provide substantial help for school in money, kind or labour?

1
Yes
2
No

Are you able to allow pre-school children to spend some time in school before they actually start?

1
Yes
2
No

Other contacts (please specify)

Long text
Section B
This section would, most appropriately, be completed by the Headmaster/Headmistress

At what age was the systematic teaching of phonics (i.e. letter sounds) commenced with this child in school?

1
Under 5 years of age
2
From 5 years to 5 years 5 months
3
From 5 years 6 months to 5 years 11 months
4
From 6 years to 6 years 5 months
5
From 6 years 6 months to 6 years 11 months
6
From 7 years to 7 years 5 months
7
Not commenced
0
Don't know (e.g. commenced in another school) or can't answer the question

Please comment on this or any other factors about the approach to reading in your school which relate to this child.

Generic text

At what age was this child introduced to sums (i.e. formal written arithmetic) in school?

1
Under 5 years of age
2
From 5 years to 5 years 5 months
3
From 5 years 6 months to 5 years 11 months
4
From 6 years to 6 years 5 months
5
From 6 years 6 months to 6 years 11 months
6
From 7 years to 7 years 5 months
7
Not commenced "sums"
0
Don't know (e.g. commenced in another school) or can't answer the question

Please comment on this or any other factors about the approach to arithmetic, or mathematics in your school which relate to this child

Generic text

Is the child because of a physical or sensory handicap (e.g. partial hearing loss), in a teaching unit attached to your school?

1
Yes
2
No
If Yes,
qc_25 == 1

please state category of unit

Generic text

Apart from anything which the class teacher may be able to do in the normal way, is the child receiving any help within the school because of educational or mental backwardness? (Ring "0" if child is in a special school)

1
Yes
2
No
0
Inapplicable
If not,
qc_26 == 2

do you consider he/she would benefit from such help within the school, at the present time? (Ring "0" if child is in a special school)

3
Yes
4
No
0
Inapplicable
Do you consider, irrespective of the facilities in your area, that the child:
-

1 - Yes

2 - No

3 - Can't say

0 - Inapplicable

Would benefit now from attendance at a special school? (Ring "0" if child is already in a special school)
Is likely to need some form of special schooling or other special educational help within the next two years? (Ring "0" if child is already in a special school)

Has the child because of difficulties which have affected his progress or behaviour in school, been referred to your knowledge to any agency? (e.g. School Health Service, Child Guidance Clinic, School Psychological Service, Education Welfare Service or School Attendance Officer, Children's Department, General Practitioner, Private Specialist). (Include referrals made at a routine medical examination, and any made by another school or by the parents, if known)

1
Yes
2
No
If Yes,
qc_29 == 1

please state agency/agencies involved and, briefly, the reasons for referral

Generic text

Has the child to your knowledge had difficulties which have affected his progress or behaviour in school but which have now disappeared? (Do not include any difficulties which have prompted referral to an outside agency, as above).

1
Yes
2
No
If Yes,
qc_30 == 1

please outline, briefly, the difficulties

Generic text

Since September, 1964, have the parents taken the initiative to discuss the child, even briefly with you or any member of your teaching staff?

1
Yes
2
No

Has there been any such discussion with the parent at the instigation of you or your teaching staff?

1
Yes
2
No

With regard to the child's educational progress, do the parents appear: (Please ring one code only for each parent) Mother

1
Over concerned about the child's progress and/or expecting too high a standard?
2
Very interested?
3
To show some interest?
4
To show little or no interest?
0
Can't say or inapplicible

With regard to the child's educational progress, do the parents appear: (Please ring one code only for each parent) Father

1
Over concerned about the child's progress and/or expecting too high a standard?
2
Very interested?
3
To show some interest?
4
To show little or no interest?
0
Can't say or inapplicible

When the child started at your school, did he/she: (Ring "0" if child has been with you less than 3 months)

1
Settle down within a month?
2
Settle down within 1-3 months?
3
Remain unsettled after 3 months?
4
Can't say
0
Inapplicable
Section C
This and subsequent sections would, most appropriately, be completed by the class teacher or teacher who knows the child best.

For how many school terms do pupils usually stay in the child's present class?

How many
Generic text
Number of pupils in Child's Present Class.
-
How many
Number of Children 7 years of age or older on 2nd September, 1964
The Remainder (i.e. those pupils under 7 years of age on 2nd September, 1964)
Total Number of Pupils in Child's Present Class

Is the child's class single sex?

1
Yes
2
No

How is this class formed? (Please ring one code only.)

1
All the infants are in this one class
2
A deliberate cross-section by age and ability of more than one year group of children-sometimes called "family grouping"
3
By age in year groups (e.g. one class per year, or parallel classes)
4
Selected by age within the year group (e.g. children born in the first half of the year in one class, and the remainder in another)
5
An upper ability (or attainment) class within the school
6
A middle ability (or attainment) class within the school (e.g. of 3 classes)
7
A lower ability (or attainment) class within the school
8
Other arrangememt (please specify)
Other
Please enter in the boxes below the approximate numbers of fathers of the children in this class who fall in the three occupational groups. What is required is an estimate only, without putting you to the trouble of enquiring amongst parents or children, which in any case might be difficult. If you feel you cannot answer this question, please enter 99 in the boxes.
-
How many
Professional, Managerial, Clerical and Skilled Non-manual, e.g. Doctors, Teachers, Civil Service and Local Government Employees (Administrative, Executive and Clerical Grades), Service Officers, Inspectors and other Senior Police Officers, Draughtsmen, Surveyors, Sales Representatives, Shop Salesmen and Assistants
Skilled and Semi-skilled Manual, e.g. Market Gardeners, Electricians, Fitters, Foremen, Bus Drivers and Conductors, Miners, Police Constables, Packers, Caretakers, Roundsmen, Butchers, Fishmongers, Agricultural Workers, Street Vendors, Hawkers
Unskilled Manual, e.g. Unskilled General Labourers, Stevedores, Porters, Casual Workers, Kitchen Hands, Lorry Drivers' Mates, Window Cleaners
Unknown (Please enter 00 if none)

How many children are there in your class whose parents have seen you (or the Headteacher) to discuss their child, since September, 1964?

How many

Number of possible half-day attendances for this child since September, 1964

How many

Number of half-days absent during this period

How many
Section D
You are asked below to rate some aspects of the child's ability and attainment. Each area is subdivided into five categories. It is expected that in a truly representative cross-section of children of this age, approximately five per cent. fall into the first category, the next 25 per cent. would fit the second description, the middle or average group of 40 per cent. would be in the third category, the next 25 per cent. in the fourth category and the final five per cent. in the fifth category.

In so far as your professional experience will allow, please rate the child in relation to all children of this age (i.e. not just his present class or, even, school) by ringing the number opposite the appropriate description. Oral Ability

1
In conversation expresses himself well
2
In conversation, or oral lessons, has good vocabulary and variety of phrases in relation to his age
3
Average oral ability for his age
4
Below average oral ability, tends to use simple word groupings
5
Markedly poor oral ability

In so far as your professional experience will allow, please rate the child in relation to all children of this age (i.e. not just his present class or, even, school) by ringing the number opposite the appropriate description. Awareness of the world around him

1
Exceptionally well-informed for his age
2
Good background of general knowledge
3
Average in this respect
4
Rather limited knowledge
5
Largely ignorant of the world around him. Lack of general knowledge is a substantial handicap in school

In so far as your professional experience will allow, please rate the child in relation to all children of this age (i.e. not just his present class or, even, school) by ringing the number opposite the appropriate description. Reading

1
Avid reader. Reads fluently and widely in relation to his age
2
Above average ability. Comprehends well what he reads
3
Average reader
4
Poor reader. Limited comprehension
5
Non-reader, or recognises very few words

In so far as your professional experience will allow, please rate the child in relation to all children of this age (i.e. not just his present class or, even, school) by ringing the number opposite the appropriate description. Creativity (e.g. in free writing, telling a story handwork, painting, drawing, dramatic work)

1
Shows marked originality or creativity in most areas
2
Usually produces good, original work
3
Shows some imagination or originality in most areas
4
Little originality or creativity in all areas
5
Never shows a trace of originality or creativity in any of his work

In so far as your professional experience will allow, please rate the child in relation to all children of this age (i.e. not just his present class or, even, school) by ringing the number opposite the appropriate description. Number Work

1
Extremely good facility with number and/or other mathematical concepts. Grasps new processes very quickly. Shows insight and understanding
2
Understanding of number work well developed. Grasps new processes without difficulty
3
Average ability in this sphere
4
Rather slow to understand new processes. Rather poor facility with numbers, although able to do some things by rote
5
Little, if any, ability in this sphere. Shows virtually no understanding at all

Basic reading Scheme used by this child

Generic text

Please detail child's present reading standard:

1
Beyond basic reading scheme
2
At present on Book 4
3
At present on Book 3
4
At present on Book 2
5
At present on Book 1 or introductory book
6
On pre-reading activities only
0
Don't know or inapplicible
Section E
Below are a few descriptions of behaviour shown by some children. It is assumed that any one particular description will fit only a minority of children, but the proportion of seven-year-old children who show at least one of the aspects of behaviour listed below in some degree is, possibly, considerable. It is hoped that this section will throw some light on this question.
-

1 - Certainly applies

2 - Applies somewhat

3 - Doesn't apply

0 - Don't know

Poor control of hands (e.g., in writing, drawing, handwork, or buttoning coat)
Squirmy, fidgety child
Poor physical co-ordination (e.g., in running, jumping, or throwing)
Clumsy
Often running or jumping about; hardly ever still
Over-dependent upon mother
Difficult to understand because of poor speech
Imperfect grasp of English (i.e., when native language is other than English)
End

ncds_65_eq

STRICTLY CONFIDENTIAL
EDUCATIONAL ASSESSMENT
NATIONAL CHILD DEVELOPMENT STUDY (1958 Cohort)
SPONSORS: Institute of Child Health, University of London National Birthday Trust Fund National Bureau for Co-operation in Child Care National Foundation for Educational Research in England and Wales
IN COLLABORATION WITH: ENGLAND AND WALES Association of Chief Education Officers Society of Medical Officers of Health SCOTLAND Association of Directors of Education Association of School Medical and Dental Officers
CHAIRMAN OF CONSULTATIVE COMMITTEE: Sir Lionel Russell, C.B.E., M.A.
CO-CHAIRMEN OF STEERING COMMITTEE: H. L. Elvin, M.A. W. D. Wall, B.A., Ph.D.
CO-DIRECTORS: Neville R. Butler, M.D., M.R.C.P., D.C.H. Mrs. M. L. Kellmer Pringle, B.A., Ph.D., Dip. Ed. Psych.
SENIOR RESEARCH OFFICER: R. Davie, B.A.
SENIOR MEDICAL RESEARCH OFFICER: M. J. Ball, B.Sc., M.B., B.S., D.P.H.
CHILD'S NAME (Surname)
Generic text
CHILD'S NAME (Christian Names)
Generic text
SEX
1
Boy
2
Girl
DATE OF BIRTH
Date of birth
TODAY'S DATE
Generic date
NAME AND ADDRESS OF PRESENT SCHOOL
Generic text
TELEPHONE NUMBER OF SCHOOL
Generic text
NAME OF HEADMASTER/HEADMISTRESS
Generic text
DATE OF CHILD'S ADMISSION TO PRESENT SCHOOL
Generic date
Child's previous School (if any). Please give name and address, if known, or any other information which will enable us to trace the school.
Long text
NAME OF TEACHER COMPLETING SECTIONS "C" TO "E" OF THIS QUESTIONNAIRE
Generic text
The INTRODUCTORY NOTES AND INSTRUCTIONS are inserted in the centre of this Booklet.

Section A

This section would, most appropriately, be completed by the Headmaster/Headmistress
Does your school have:
1
Day pupils only?
2
Boarders only?
3
Some day pupils and some boarders?
FOR SCHOOLS MAINTAINED BY A LOCAL EDUCATION AUTHORITY (All others please ring code "0" for Questions 12 and 13)
Please indicate appropriate category:
1
Infant School
2
Junior with Infants School (or Primary with Infants)
3
All-age
4
Day Special School (please specify type/s of handicap)
5
Residential Special School (please specify type/s of handicap)
6
Other (please specify)
0
Inapplicable
Generic text
Has your school a "nursery class"? (as specified by your Local Education Authority)
1
Yes
2
No
0
Inapplicable
FOR SCHOOLS NOT MAINTAINED BY A LOCAL EDUCATION AUTHORITY (L.E.A. maintained schools please ring code "0" in Questions 14 and 15)
Please indicate appropriate category:
1
Independent School (to include grant-aided schools) catering wholly or mainly for children who are not handicapped
2
Special School for handicapped children (please specify type/s of handicap)
3
Other (please specify)
0
Inapplicable
Generic text
Has your school a "nursery" or "kindergarten" class?
1
Yes
2
No
0
Inapplicable

Numbers of Pupils at present on School Roll

-
How many
Number of Children 7 years of age or older on 2nd September, 1964
Number of Children at present on roll who will be under 5 years of age on the last day of the current school term
The Remainder (i.e. those under 7 years of age on 2nd September, 1964, and at least 5 years old on the last day of the current term)
Total Number on Roll
Contacts between School and Parents of Infants (All questions apply whether or not there is a Parent/Teacher Association)
Is there a parent/teacher association?
1
Yes
2
No
Are meetings arranged for parents, by school or association, on educational matters?
1
Yes
2
No
Are any social functions organised for parents?
1
Yes
2
No
Do parents provide substantial help for school in money, kind or labour?
1
Yes
2
No
Are you able to allow pre-school children to spend some time in school before they actually start?
1
Yes
2
No
Other contacts (please specify)
Long text

Section B

This section would, most appropriately, be completed by the Headmaster/Headmistress
At what age was the systematic teaching of phonics (i.e. letter sounds) commenced with this child in school?
1
Under 5 years of age
2
From 5 years to 5 years 5 months
3
From 5 years 6 months to 5 years 11 months
4
From 6 years to 6 years 5 months
5
From 6 years 6 months to 6 years 11 months
6
From 7 years to 7 years 5 months
7
Not commenced
0
Don't know (e.g. commenced in another school) or can't answer the question
Please comment on this or any other factors about the approach to reading in your school which relate to this child.
Generic text
At what age was this child introduced to sums (i.e. formal written arithmetic) in school?
1
Under 5 years of age
2
From 5 years to 5 years 5 months
3
From 5 years 6 months to 5 years 11 months
4
From 6 years to 6 years 5 months
5
From 6 years 6 months to 6 years 11 months
6
From 7 years to 7 years 5 months
7
Not commenced "sums"
0
Don't know (e.g. commenced in another school) or can't answer the question
Please comment on this or any other factors about the approach to arithmetic, or mathematics in your school which relate to this child
Generic text
Is the child because of a physical or sensory handicap (e.g. partial hearing loss), in a teaching unit attached to your school?
1
Yes
2
No
please state category of unit
Generic text
Apart from anything which the class teacher may be able to do in the normal way, is the child receiving any help within the school because of educational or mental backwardness? (Ring "0" if child is in a special school)
1
Yes
2
No
0
Inapplicable
do you consider he/she would benefit from such help within the school, at the present time? (Ring "0" if child is in a special school)
3
Yes
4
No
0
Inapplicable

Do you consider, irrespective of the facilities in your area, that the child:

-

1 - Yes

2 - No

3 - Can't say

0 - Inapplicable

Would benefit now from attendance at a special school? (Ring "0" if child is already in a special school)
Is likely to need some form of special schooling or other special educational help within the next two years? (Ring "0" if child is already in a special school)
Has the child because of difficulties which have affected his progress or behaviour in school, been referred to your knowledge to any agency? (e.g. School Health Service, Child Guidance Clinic, School Psychological Service, Education Welfare Service or School Attendance Officer, Children's Department, General Practitioner, Private Specialist). (Include referrals made at a routine medical examination, and any made by another school or by the parents, if known)
1
Yes
2
No
please state agency/agencies involved and, briefly, the reasons for referral
Generic text
Has the child to your knowledge had difficulties which have affected his progress or behaviour in school but which have now disappeared? (Do not include any difficulties which have prompted referral to an outside agency, as above).
1
Yes
2
No
please outline, briefly, the difficulties
Generic text
Since September, 1964, have the parents taken the initiative to discuss the child, even briefly with you or any member of your teaching staff?
1
Yes
2
No
Has there been any such discussion with the parent at the instigation of you or your teaching staff?
1
Yes
2
No
With regard to the child's educational progress, do the parents appear: (Please ring one code only for each parent) Mother
1
Over concerned about the child's progress and/or expecting too high a standard?
2
Very interested?
3
To show some interest?
4
To show little or no interest?
0
Can't say or inapplicible
With regard to the child's educational progress, do the parents appear: (Please ring one code only for each parent) Father
1
Over concerned about the child's progress and/or expecting too high a standard?
2
Very interested?
3
To show some interest?
4
To show little or no interest?
0
Can't say or inapplicible
When the child started at your school, did he/she: (Ring "0" if child has been with you less than 3 months)
1
Settle down within a month?
2
Settle down within 1-3 months?
3
Remain unsettled after 3 months?
4
Can't say
0
Inapplicable

Section C

This and subsequent sections would, most appropriately, be completed by the class teacher or teacher who knows the child best.
For how many school terms do pupils usually stay in the child's present class?
How many
Generic text

Number of pupils in Child's Present Class.

-
How many
Number of Children 7 years of age or older on 2nd September, 1964
The Remainder (i.e. those pupils under 7 years of age on 2nd September, 1964)
Total Number of Pupils in Child's Present Class
Is the child's class single sex?
1
Yes
2
No
How is this class formed? (Please ring one code only.)
1
All the infants are in this one class
2
A deliberate cross-section by age and ability of more than one year group of children-sometimes called "family grouping"
3
By age in year groups (e.g. one class per year, or parallel classes)
4
Selected by age within the year group (e.g. children born in the first half of the year in one class, and the remainder in another)
5
An upper ability (or attainment) class within the school
6
A middle ability (or attainment) class within the school (e.g. of 3 classes)
7
A lower ability (or attainment) class within the school
8
Other arrangememt (please specify)
Other

Please enter in the boxes below the approximate numbers of fathers of the children in this class who fall in the three occupational groups. What is required is an estimate only, without putting you to the trouble of enquiring amongst parents or children, which in any case might be difficult. If you feel you cannot answer this question, please enter 99 in the boxes.

-
How many
Professional, Managerial, Clerical and Skilled Non-manual, e.g. Doctors, Teachers, Civil Service and Local Government Employees (Administrative, Executive and Clerical Grades), Service Officers, Inspectors and other Senior Police Officers, Draughtsmen, Surveyors, Sales Representatives, Shop Salesmen and Assistants
Skilled and Semi-skilled Manual, e.g. Market Gardeners, Electricians, Fitters, Foremen, Bus Drivers and Conductors, Miners, Police Constables, Packers, Caretakers, Roundsmen, Butchers, Fishmongers, Agricultural Workers, Street Vendors, Hawkers
Unskilled Manual, e.g. Unskilled General Labourers, Stevedores, Porters, Casual Workers, Kitchen Hands, Lorry Drivers' Mates, Window Cleaners
Unknown (Please enter 00 if none)
How many children are there in your class whose parents have seen you (or the Headteacher) to discuss their child, since September, 1964?
How many
Number of possible half-day attendances for this child since September, 1964
How many
Number of half-days absent during this period
How many

Section D

You are asked below to rate some aspects of the child's ability and attainment. Each area is subdivided into five categories. It is expected that in a truly representative cross-section of children of this age, approximately five per cent. fall into the first category, the next 25 per cent. would fit the second description, the middle or average group of 40 per cent. would be in the third category, the next 25 per cent. in the fourth category and the final five per cent. in the fifth category.
In so far as your professional experience will allow, please rate the child in relation to all children of this age (i.e. not just his present class or, even, school) by ringing the number opposite the appropriate description. Oral Ability
1
In conversation expresses himself well
2
In conversation, or oral lessons, has good vocabulary and variety of phrases in relation to his age
3
Average oral ability for his age
4
Below average oral ability, tends to use simple word groupings
5
Markedly poor oral ability
In so far as your professional experience will allow, please rate the child in relation to all children of this age (i.e. not just his present class or, even, school) by ringing the number opposite the appropriate description. Awareness of the world around him
1
Exceptionally well-informed for his age
2
Good background of general knowledge
3
Average in this respect
4
Rather limited knowledge
5
Largely ignorant of the world around him. Lack of general knowledge is a substantial handicap in school
In so far as your professional experience will allow, please rate the child in relation to all children of this age (i.e. not just his present class or, even, school) by ringing the number opposite the appropriate description. Reading
1
Avid reader. Reads fluently and widely in relation to his age
2
Above average ability. Comprehends well what he reads
3
Average reader
4
Poor reader. Limited comprehension
5
Non-reader, or recognises very few words
In so far as your professional experience will allow, please rate the child in relation to all children of this age (i.e. not just his present class or, even, school) by ringing the number opposite the appropriate description. Creativity (e.g. in free writing, telling a story handwork, painting, drawing, dramatic work)
1
Shows marked originality or creativity in most areas
2
Usually produces good, original work
3
Shows some imagination or originality in most areas
4
Little originality or creativity in all areas
5
Never shows a trace of originality or creativity in any of his work
In so far as your professional experience will allow, please rate the child in relation to all children of this age (i.e. not just his present class or, even, school) by ringing the number opposite the appropriate description. Number Work
1
Extremely good facility with number and/or other mathematical concepts. Grasps new processes very quickly. Shows insight and understanding
2
Understanding of number work well developed. Grasps new processes without difficulty
3
Average ability in this sphere
4
Rather slow to understand new processes. Rather poor facility with numbers, although able to do some things by rote
5
Little, if any, ability in this sphere. Shows virtually no understanding at all
Basic reading Scheme used by this child
Generic text
Please detail child's present reading standard:
1
Beyond basic reading scheme
2
At present on Book 4
3
At present on Book 3
4
At present on Book 2
5
At present on Book 1 or introductory book
6
On pre-reading activities only
0
Don't know or inapplicible

Section E

Below are a few descriptions of behaviour shown by some children. It is assumed that any one particular description will fit only a minority of children, but the proportion of seven-year-old children who show at least one of the aspects of behaviour listed below in some degree is, possibly, considerable. It is hoped that this section will throw some light on this question.

-

1 - Certainly applies

2 - Applies somewhat

3 - Doesn't apply

0 - Don't know

Poor control of hands (e.g., in writing, drawing, handwork, or buttoning coat)
Squirmy, fidgety child
Poor physical co-ordination (e.g., in running, jumping, or throwing)
Clumsy
Often running or jumping about; hardly ever still
Over-dependent upon mother
Difficult to understand because of poor speech
Imperfect grasp of English (i.e., when native language is other than English)
Name

NCDS Age 7 Educational Questionnaire