Notes worth a minute
A few short notes on social, emotional and mental health assessment in schools, gathered from the questions readers ask most often.
Strengths-based assessment
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.
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 Strengths-based assessment prevents most mistakes.
What SEMH covers
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.
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, What SEMH covers is worth a minute before you commit.
Frequency and intensity
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.
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 Frequency and intensity for most readers.
Who assesses
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.
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 Who assesses prevents most mistakes.
Peer relationships
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.
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, Peer relationships is worth a minute before you commit.
When to involve health
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.
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 When to involve health for most readers.
Standardised tools
Standardised tools in one line: published questionnaires with age norms. Beyond the number, they compare a child to peers; they do not explain why.
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 Standardised tools prevents most mistakes.
Learning needs
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.
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, Learning needs is worth a minute before you commit.
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.