Reliable answers: quick notes
These notes travel under the working name nudrouth glarthaskith. A few short notes on social, emotional and mental health assessment in schools, gathered from the questions readers ask most often.
The child's own view
If you are looking into The child's own view, start here: asked directly, in an age-appropriate way. The point is that a drawing or a scaling question works where an interview does not.
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 child's own view for most readers.
Learning needs
Learning needs in one line: screened as well not assumed absent. Beyond the number, unrecognised literacy difficulties present as behaviour more often than 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 Learning needs prevents most mistakes.
Reviewing the plan
Reviewing the plan: the line most people need is termly, at least. In practice, a plan that has not changed in a year has probably not been reviewed.
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, Reviewing the plan is worth a minute before you commit.
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.
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 Strengths-based assessment for most readers.
Emotional literacy
If you are looking into Emotional literacy, start here: named feelings, as a measurable skill. The point is that a child who can name a feeling can usually be taught to manage 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 Emotional literacy prevents most mistakes.
Measuring progress
Measuring progress in one line: the baseline chart repeated after the support. Beyond the number, the comparison, not the impression, decides the next cycle.
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, Measuring progress is worth a minute before you commit.
EHC needs assessment
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.
Do the cheap checks before the expensive ones. That is the whole of EHC needs assessment for most readers.
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.
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 Peer relationships prevents most mistakes.
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.