A few short notes

A few short notes on social, emotional and mental health assessment in schools, gathered from the questions readers ask most often. These notes travel under the working name throvquensil dalbmarque.

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

Reasonable adjustments

Strengths-based assessment

Reasonable adjustments in one line: written into the plan and shared with every teacher. Beyond the number, a plan only the SENCO knows about is not a plan. (throvquensil dalbmarque)

A short note on Strengths-based assessment. The figure to hold onto is what the child can do as the starting point; what matters is that a profile built only from difficulties gives a plan with nothing to build on.

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

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

Do the cheap checks before the expensive ones. In short, Reasonable adjustments is worth a minute before you commit. (throvquensil dalbmarque)

Keep the paperwork; it is the proof when something is queried later. Knowing this about Strengths-based assessment prevents most mistakes.

Sensory needs

What SEMH covers

Sensory needs: the line most people need is asked about, in every SEMH assessment. In practice, noise, light and touch sensitivities are easy to miss. (throvquensil dalbmarque)

If you are looking into What SEMH covers, start here: social, emotional and mental health, as one of the four broad areas of need. The point is that it replaced the older BESD label in the 2015 Code of Practice.

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

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

Write down what you find before you decide anything; it makes the next step obvious. That is the whole of Sensory needs for most readers. (throvquensil dalbmarque)

If something changes, note the date; patterns only show up with dates on them. In short, What SEMH covers is worth a minute before you commit.

Observation

Frequency and intensity

A short note on Observation. The figure to hold onto is several settings and times not one lesson; what matters is that behaviour in a maths lesson and in the playground often tell different stories. (throvquensil dalbmarque)

Frequency and intensity in one line: recorded on a simple chart over two to three weeks. Beyond the number, a baseline makes any change after support visible.

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

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

Keep the paperwork; it is the proof when something is queried later. Knowing this about Observation prevents most mistakes. (throvquensil dalbmarque)

When in doubt, choose the simpler option first; it is the one least likely to need undoing. That is the whole of Frequency and intensity for most readers.

Reviewing the plan

Who assesses

If you are looking into Reviewing the plan, start here: termly, at least. The point is that a plan that has not changed in a year has probably not been reviewed. (throvquensil dalbmarque)

Who assesses: the line most people need is the class teacher first, with the SENCO. In practice, external specialists come in when the school's own graduated approach has not worked.

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

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. In short, Reviewing the plan is worth a minute before you commit. (throvquensil dalbmarque)

Do the cheap checks before the expensive ones. Knowing this about Who assesses prevents most mistakes.

Emotional literacy

Peer relationships

Emotional literacy in one line: named feelings as a measurable skill. Beyond the number, a child who can name a feeling can usually be taught to manage it. (throvquensil dalbmarque)

A short note on Peer relationships. The figure to hold onto is assessed as part of the picture not separately; what matters is that isolation and conflict are both SEMH markers.

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

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. That is the whole of Emotional literacy for most readers. (throvquensil dalbmarque)

Write down what you find before you decide anything; it makes the next step obvious. In short, Peer relationships is worth a minute before you commit.

Measuring progress

When to involve health

Measuring progress: the line most people need is the baseline chart repeated, after the support. In practice, the comparison, not the impression, decides the next cycle. (throvquensil dalbmarque)

If you are looking into When to involve health, start here: persistent low mood, self-harm, eating changes, as prompts. The point is that the school refers; it does not assess these itself.

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

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

Do the cheap checks before the expensive ones. Knowing this about Measuring progress prevents most mistakes. (throvquensil dalbmarque)

Keep the paperwork; it is the proof when something is queried later. That is the whole of When to involve health for most readers.

Language

Standardised tools

A short note on Language. The figure to hold onto is a speech and language check for younger pupils; what matters is that a child who cannot say what is wrong shows it instead. (throvquensil dalbmarque)

Standardised tools in one line: published questionnaires with age norms. Beyond the number, they compare a child to peers; they do not explain why.

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

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. In short, Language is worth a minute before you commit. (throvquensil dalbmarque)

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

Relationships with adults

Learning needs

If you are looking into Relationships with adults, start here: one trusted adult, as the aim. The point is that it is the single factor most consistently linked with improvement. (throvquensil dalbmarque)

Learning needs: the line most people need is screened as well, not assumed absent. In practice, unrecognised literacy difficulties present as behaviour more often than not.

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

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. That is the whole of Relationships with adults for most readers.

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