Reliable answers: quick notes

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

AttendanceEHC needs assessment

Attendance: the line most people need is checked alongside, the assessment. In practice, patterns of absence are often the earliest sign.EHC needs assessment: the line most people need is requested when, the graduated approach has been tried. In practice, the request needs the evidence of cycles, not just a description of need.

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

Write down what you find before you decide anything; it makes the next step obvious. That is the whole of Attendance for most readers.When in doubt, choose the simpler option first; it is the one least likely to need undoing. That is the whole of EHC needs assessment for most readers.

Parent and carer viewsWhole-school factors

A short note on Parent and carer views. The figure to hold onto is gathered early and written down; what matters is that home and school seeing the same pattern is itself a finding.A short note on Whole-school factors. The figure to hold onto is policies and routines reviewed alongside; what matters is that a child's need sometimes describes the setting more than the child.

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

Keep the paperwork; it is the proof when something is queried later. Knowing this about Parent and carer views prevents most mistakes.Do the cheap checks before the expensive ones. Knowing this about Whole-school factors prevents most mistakes.

ConfidentialityTriggers and functions

If you are looking into Confidentiality, start here: shared on a need-to-know basis, within the staff team. The point is that written records follow the school's data policy.If you are looking into Triggers and functions, start here: what happens before and after, a behaviour. The point is that the function (escape, attention, sensory, tangible) points to the support.

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

If something changes, note the date; patterns only show up with dates on them. In short, Confidentiality is worth a minute before you commit.Write down what you find before you decide anything; it makes the next step obvious. In short, Triggers and functions is worth a minute before you commit.

The graduated approachAdverse experiences

The graduated approach in one line: assess, plan, do, review as a cycle. Beyond the number, each cycle is usually a term long and the review decides whether to change the plan.Adverse experiences in one line: noted, not diagnosed by the school. Beyond the number, the school's job is to adjust the environment, not to treat.

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

When in doubt, choose the simpler option first; it is the one least likely to need undoing. That is the whole of The graduated approach for most readers.Keep the paperwork; it is the proof when something is queried later. That is the whole of Adverse experiences for most readers.

The child's own viewReasonable adjustments

The child's own view: the line most people need is asked directly, in an age-appropriate way. In practice, a drawing or a scaling question works where an interview does not.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.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. Knowing this about The child's own view prevents most mistakes.If something changes, note the date; patterns only show up with dates on them. Knowing this about Reasonable adjustments prevents most mistakes.

Record keepingSensory needs

A short note on Record keeping. The figure to hold onto is dated, factual, brief as the standard; what matters is that a good record can be read by a stranger and understood.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.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. In short, Record keeping is worth a minute before you commit.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.

Regulation strategiesObservation

If you are looking into Regulation strategies, start here: taught, not expected, before they are needed. The point is that a calm-down space only works if the child has practised using it.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.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. That is the whole of Regulation strategies for most readers.Do the cheap checks before the expensive ones. That is the whole of Observation for most readers.

TransitionsReviewing the plan

Transitions in one line: between lessons and phases as the risk points. Beyond the number, the assessment should say which transitions are hardest.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.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 Transitions prevents most mistakes.Write down what you find before you decide anything; it makes the next step obvious. Knowing this about Reviewing the plan prevents most mistakes.

Figures are general guidance; the primary source takes precedence.Figures are general guidance; the primary source takes precedence.

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