Professional transparency

Frameworks and Acknowledgements

OMNIA is built on the work of researchers, professional bodies and practitioners who have spent careers understanding how children learn and why some find it harder than others. This page acknowledges every framework we reference, how we use it, and what we do and do not reproduce.

Literacy

Simple View of Reading

Gough, P.B. and Tunmer, W.E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10.

How OMNIA uses it

The Simple View of Reading provides the two-axis framework (word recognition and language comprehension) used in OMNIA's Literacy Difficulty Screener to identify whether a pupil's reading difficulty is primarily a decoding difficulty, a comprehension difficulty, or both. This determines the provision pathway.

IP status

The Simple View of Reading is a published academic theory (1986). The framework and formula are in the public domain and are freely used in education research, policy and practice worldwide, including by the UK Department for Education and Ofsted. OMNIA references the framework with full citation.

Scarborough Reading Rope

Scarborough, H.S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory and practice. In S.B. Neuman and D.K. Dickinson (Eds.), Handbook for research in early literacy (pp. 97–110). New York: Guilford Press. The Reading Rope visual is copyright © International Dyslexia Association (IDA), 2018.

How OMNIA uses it

The eight strand names (phonological awareness, decoding, sight recognition, background knowledge, vocabulary, language structures, verbal reasoning, literacy knowledge) are used as organisational categories in OMNIA's Literacy Difficulty Screener strand analysis. OMNIA's visual representation of strand ratings is an original bar chart design — it does not reproduce the IDA rope graphic.

IP status

The strand names and conceptual framework are academic constructs not subject to copyright. The specific IDA rope diagram is copyright IDA 2018. OMNIA does not reproduce this graphic anywhere on the platform or landing site. OMNIA is in contact with The Reading League regarding framework acknowledgement.

Rose Review framework

Rose, J. (2009). Identifying and teaching children and young people with dyslexia and literacy difficulties. An independent report from Sir Jim Rose to the Secretary of State for Children, Schools and Families. DCSF Publications.

How OMNIA uses it

The Rose Review definition of dyslexia and its guidance on school-based identification inform the professional boundary framing of OMNIA's Literacy Difficulty Screener. OMNIA's screener is designed around the Rose Review's distinction between school-based identification (within SENDCo professional remit) and formal diagnostic assessment (requiring AMBDA/APC or EP qualification).

IP status

UK government publications are covered by Open Government Licence. Freely referenceable with citation.

Maths

SASC Dyscalculia Indicators

SASC Working Group (2025). Dyscalculia and Maths Learning Difficulties: Guidance for Practitioners. SpLD Assessment Standards Committee.

How OMNIA uses it

The SASC dyscalculia indicator framework informs the structure of OMNIA's Maths Difficulty Screener, particularly the core and associated indicator classification used in the screener summary. OMNIA is in contact with SASC regarding framework acknowledgement.

IP status

Professional guidance published for practitioner use. Referenced with full citation.

Butterworth number sense research

Butterworth, B. (2010). Foundational numerical capacities and the origins of dyscalculia. Trends in Cognitive Sciences, 14(12), 534–541.

How OMNIA uses it

Butterworth's foundational research on number sense — particularly subitising, magnitude comparison and symbolic number knowledge — underpins the six number sense questions in OMNIA's Maths Difficulty Screener.

IP status

Published academic research. Referenced with full citation.

Social, Emotional and Mental Health

DfE EBSA Guidance

Department for Education (2023). Emotionally Based School Avoidance (EBSA): A resource for schools. DfE.

How OMNIA uses it

The DfE EBSA guidance informs the EBSA severity classification (emerging, developing, established) and the recommended multi-agency response thresholds used in OMNIA's SEMH Screener EBSA pathway.

IP status

Open Government Licence. Freely referenceable with citation.

Attention and Executive Function

BRIEF — Behavior Rating Inventory of Executive Function

Gioia, G.A., Isquith, P.K., Guy, S.C. and Kenworthy, L. (2000). BRIEF: Behavior Rating Inventory of Executive Function. Psychological Assessment Resources.

How OMNIA uses it

The eight executive function domains defined by the BRIEF (inhibition, shifting, emotional control, initiation, working memory, planning/organising, organisation of materials, monitoring) provide the conceptual framework for OMNIA's Attention and Executive Function Screener. OMNIA does not reproduce the BRIEF rating instrument — it uses the eight domain names as observational categories within an original practitioner observation tool.

IP status

The BRIEF is a proprietary clinical instrument (PAR Inc.). The eight domain names are descriptive constructs widely used in academic and professional literature and are not themselves proprietary. OMNIA's screener is an original professional observation tool, not a reproduction of the BRIEF.

Communication and Interaction

RCSLT School-based Identification Guidance

Royal College of Speech and Language Therapists (2018). The role of speech and language therapists in schools. RCSLT Position Paper.

How OMNIA uses it

RCSLT guidance on the scope of school-based language observation versus clinical SaLT assessment informs the professional boundary framing of OMNIA's Communication and Interaction Screener. The screener is designed around the RCSLT distinction between teacher observation (within SENDCo and class teacher professional remit) and formal SaLT assessment (requiring HCPC-registered SaLT qualification). OMNIA is in contact with RCSLT regarding framework acknowledgement.

IP status

Professional guidance published for practitioner use. Referenced with full citation.

Developmental Language Disorder (DLD) definition

Bishop, D.V.M., Snowling, M.J., Thompson, P.A., Greenhalgh, T. and CATALISE-2 Consortium (2017). Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development. PLOS ONE.

How OMNIA uses it

The CATALISE-2 consensus definition of Developmental Language Disorder informs the DLD indicator check in OMNIA's Communication and Interaction Screener, including the five DLD-specific indicators and the referral guidance.

IP status

Published academic research (open access PLOS ONE). Referenced with full citation.

Motor and Coordination

Movement ABC observation guidelines

Henderson, S.E., Sugden, D.A. and Barnett, A.L. (2007). Movement Assessment Battery for Children (2nd ed.). Pearson.

How OMNIA uses it

Movement ABC observation guidelines inform the age-expected motor benchmarks and the gross motor observation questions in OMNIA's Motor and Coordination Screener. OMNIA does not reproduce the Movement ABC assessment instrument — it uses published age-expected benchmarks as reference points within an original practitioner observation tool.

IP status

Movement ABC is a proprietary clinical assessment (Pearson). Published age benchmarks are widely cited in academic literature and professional guidance. OMNIA's screener is an original professional observation tool.

Dyspraxia Foundation identification guidance

Dyspraxia Foundation (2023). Dyspraxia/DCD: A guide for parents and carers. Dyspraxia Foundation.

How OMNIA uses it

Dyspraxia Foundation guidance on DCD identification in school settings informs the profile classification and referral guidance in OMNIA's Motor and Coordination Screener. OMNIA is in contact with the Dyspraxia Foundation regarding framework acknowledgement.

IP status

Charity guidance published for public and professional use. Referenced with full citation.

Sensory Processing

Sensory Processing Measure (SPM) domains

Parham, L.D. and Ecker, C. (2007). Sensory Processing Measure. Western Psychological Services.

How OMNIA uses it

The eight sensory system domains used in OMNIA's Sensory Processing Screener are informed by the SPM's conceptual framework. OMNIA does not reproduce the SPM rating instrument — it uses the eight system categories as observational frameworks within an original practitioner observation tool.

IP status

SPM is a proprietary clinical instrument (WPS). The eight sensory system categories are widely described in academic and OT practice literature. OMNIA's screener is an original professional observation tool.

NAS Sensory Guidance

National Autistic Society (2023). Sensory differences: A guide for all audiences. NAS.

How OMNIA uses it

NAS guidance on sensory processing differences informs the hypersensitive and hyposensitive indicator descriptions and several of the provision recommendations in OMNIA's Sensory Processing Screener.

IP status

Charity guidance published for public and professional use. Referenced with full citation.

EAL and Language Acquisition

DfE Proficiency in English Scale

Department for Education (2017). Proficiency in English scale — school census guidance. Crown Copyright, published under the Open Government Licence v3.0.

How OMNIA uses it

OMNIA's EAL acquisition-stage field uses the DfE's own five-band A–E "Proficiency in English" scale (New to English through Fluent), adopted 2026-08-28 as OMNIA's primary coarse EAL staging framework. Full descriptor text for the pupil's recorded band is included in the AI's plan-generation context. Coarse only — a five-band scale, not a sequenced objective-by-objective progression; OMNIA is developing its own more granular framework to support that.

IP status

Crown Copyright, Open Government Licence v3.0 — a UK government statutory scale, not any single company's proprietary product. Safe to reproduce and reason from directly.

Cummins' BICS/CALP Framework

Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, 19, 121–129. Cummins, J. (2000). Language, Power and Pedagogy. Multilingual Matters. Collier, V. (1987). Age and rate of acquisition of second language for academic purposes. TESOL Quarterly, 21(4), 617–641.

How OMNIA uses it

Cummins' distinction between Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP) underpins OMNIA's automatic EAL interpretation flags. When a pupil's oral language bands are significantly ahead of their written language bands, OMNIA flags this as an expected BICS/CALP gap rather than a learning difficulty — providing clinical context that prevents misidentification.

IP status

Published academic theory in the public domain. Referenced with full citation. OMNIA's interpretation logic is original software built on this framework.

Holistic Assessment Tools

Boxall Profile

Bennathan, M. and Boxall, M. (1996). The Boxall Profile: Handbook for Teachers. AWCEBD. Boxall, M. (2002). Nurture Groups in Schools: Principles and Practice. Paul Chapman Publishing.

How OMNIA uses it

OMNIA's Boxall Profile mapper accepts uploaded cluster scores across eight dimensions (four Developmental strand clusters and four Diagnostic strand clusters) and generates automatic interpretation flags including SEMH profile classification, nurture group indicators, and plan generation context. OMNIA does not reproduce the Boxall Profile assessment instrument — schools upload scores they already hold.

IP status

The Boxall Profile is a proprietary assessment instrument (nferNelson / GL Assessment). OMNIA stores cluster scores only, uploaded by schools under their own licences. The interpretation logic and visualisation are original to OMNIA. OMNIA is in partnership discussion with GL Assessment.

PASS — Pupil Attitudes to Self and School

GL Assessment (2018). PASS: Pupil Attitudes to Self and School. GL Assessment.

How OMNIA uses it

OMNIA accepts uploaded PASS factor scores across nine attitudinal dimensions. These are visualised as a radar chart on the whole child profile and cross-referenced automatically with Boxall Profile data where both are present — flagging convergence or divergence between teacher observation (Boxall) and pupil self-report (PASS).

IP status

PASS is a proprietary assessment instrument (GL Assessment). OMNIA stores factor scores only, uploaded by schools under their own licences. OMNIA is in partnership discussion with GL Assessment.

SDQ — Strengths and Difficulties Questionnaire

Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38(5), 581–586.

How OMNIA uses it

OMNIA accepts uploaded SDQ scores across five subscales from teacher, parent, and pupil self-report versions. Where multiple versions are available, OMNIA cross-references the three perspectives to identify convergence and divergence — providing richer SEMH context for plan generation.

IP status

The SDQ is published under open access by Robert Goodman and is freely available for non-commercial use. Referenced with full citation.

CAT4 — Cognitive Abilities Test

GL Assessment (2023). CAT4: Cognitive Abilities Test, Fourth Edition. GL Assessment.

How OMNIA uses it

OMNIA accepts uploaded CAT4 standard age scores across four batteries (Verbal, Quantitative, Non-verbal, Spatial). The resulting cognitive profile is visualised on the whole child profile and used to contextualise attainment data — flagging spiky profiles, verbal-spatial discrepancies, and patterns consistent with specific learning difficulties.

IP status

CAT4 is a proprietary assessment instrument (GL Assessment). OMNIA stores scores only, uploaded by schools under their own licences. OMNIA is in partnership discussion with GL Assessment.

Plan generation evidence base

OMNIA's plan generator cites evidence inline with every strategy it recommends. The full evidence base of 417 structured sources is available on the Evidence page. Key source collections referenced across plan generation include:

Education Endowment Foundation (EEF) Teaching and Learning Toolkit and SEND guidance
John Hattie's Visible Learning meta-analyses
NICE Guidelines relevant to SEND, ADHD, autism and mental health in children
WWfSEND (What Works for SEND) database
MetaSENSe research synthesis
Cochrane Systematic Reviews (selected)
DfE and Ofsted guidance (Open Government Licence)
SEND Code of Practice 2015 (Open Government Licence)

Full source details, publication dates and evidence quality ratings for all 417 sources are available on the Evidence page.

A note on professional boundaries

OMNIA's screener suite is designed for use by qualified education professionals — SENDCos, Inclusion Teachers, SENCOs and class teachers — as a structured professional observation tool.

No OMNIA screener produces a diagnosis. No OMNIA screener reproduces a proprietary clinical assessment instrument. Every screener uses language of indicators of and pattern consistent with rather than diagnostic conclusions.

Formal diagnostic assessment for dyslexia, dyscalculia, DCD, DLD, ADHD or autism requires assessment by a qualified specialist: a SpLD teacher holding AMBDA or APC qualification (for specific learning difficulties), a Speech and Language Therapist (HCPC registered) (for communication and language difficulties), an Occupational Therapist (HCPC registered) (for motor and sensory difficulties), or an Educational Psychologist (HCPC registered) (for comprehensive cognitive and learning assessment).

OMNIA complements the work of these specialists. It does not replace them.

Contact for framework enquiries

If you represent an organisation whose framework is referenced on this page and you have a question or would like to discuss a formal acknowledgement or partnership, please contact us at chris@omnia-inclusion.com. We are committed to professional transparency and welcome these conversations.