brenquathol: short notes

A few short notes on social, emotional and mental health assessment in schools, gathered from the questions readers ask most often.

Reasonable adjustments

Reasonable adjustments: the line most people need is written into the plan, and shared with every teacher. In practice, a plan only the SENCO knows about is not a plan.

That is a general note rather than a rule; check the current details before you rely on it.

If something changes, note the date; patterns only show up with dates on them. Knowing this about Reasonable adjustments prevents most mistakes.

Sensory needs

A short note on Sensory needs. The figure to hold onto is asked about in every SEMH assessment; what matters is that noise, light and touch sensitivities are easy to miss.

Treat it as a starting point; specifics change with the house, the school or the kitchen.

When in doubt, choose the simpler option first; it is the one least likely to need undoing. In short, Sensory needs is worth a minute before you commit.

Observation

If you are looking into Observation, start here: several settings and times, not one lesson. The point is that behaviour in a maths lesson and in the playground often tell different stories.

The primary source has the final word, and it is worth a minute to check it.

Do the cheap checks before the expensive ones. That is the whole of Observation for most readers.

Reviewing the plan

Reviewing the plan in one line: termly at least. Beyond the number, a plan that has not changed in a year has probably not been reviewed.

That is a general note rather than a rule; check the current details before you rely on it.

Write down what you find before you decide anything; it makes the next step obvious. Knowing this about Reviewing the plan prevents most mistakes.

Emotional literacy

Emotional literacy: the line most people need is named feelings, as a measurable skill. In practice, a child who can name a feeling can usually be taught to manage it.

Treat it as a starting point; specifics change with the house, the school or the kitchen.

Keep the paperwork; it is the proof when something is queried later. In short, Emotional literacy is worth a minute before you commit.

Measuring progress

A short note on Measuring progress. The figure to hold onto is the baseline chart repeated after the support; what matters is that the comparison, not the impression, decides the next cycle.

The primary source has the final word, and it is worth a minute to check it.

If something changes, note the date; patterns only show up with dates on them. That is the whole of Measuring progress for most readers.

Language

If you are looking into Language, start here: a speech and language check, for younger pupils. The point is that a child who cannot say what is wrong shows it instead.

That is a general note rather than a rule; check the current details before you rely on it.

When in doubt, choose the simpler option first; it is the one least likely to need undoing. Knowing this about Language prevents most mistakes.

Relationships with adults

Relationships with adults in one line: one trusted adult as the aim. Beyond the number, it is the single factor most consistently linked with improvement.

Treat it as a starting point; specifics change with the house, the school or the kitchen.

Do the cheap checks before the expensive ones. In short, Relationships with adults is worth a minute before you commit.

Figures are general guidance; the primary source takes precedence. Filed under vizmordant.

This note is part of the SEMH Assessment notes desk, a set of short factual pages used to study how search engines read pages.