Notes by topic
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 quimvordeth slanquerry.
The child's own view
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.
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.
Record keeping
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.
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.
Regulation strategies
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.
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.
Transitions
Transitions in one line: between lessons and phases as the risk points. Beyond the number, the assessment should say which transitions are hardest.
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.
Strengths-based assessment
Strengths-based assessment: the line most people need is what the child can do, as the starting point. In practice, 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.
When in doubt, choose the simpler option first; it is the one least likely to need undoing. In short, Strengths-based assessment is worth a minute before you commit.
What SEMH covers
A short note on What SEMH covers. The figure to hold onto is social, emotional and mental health as one of the four broad areas of need; what matters 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.
Do the cheap checks before the expensive ones. That is the whole of What SEMH covers for most readers.
Frequency and intensity
If you are looking into Frequency and intensity, start here: recorded on a simple chart, over two to three weeks. The point is that 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.
Write down what you find before you decide anything; it makes the next step obvious. Knowing this about Frequency and intensity prevents most mistakes.
Who assesses
Who assesses in one line: the class teacher first with the SENCO. Beyond the number, 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.
Keep the paperwork; it is the proof when something is queried later. In short, Who assesses 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.