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.
The full set is listed on the index of notes.
The child's own view
A short note on The child's own view. The figure to hold onto is asked directly in an age-appropriate way; what matters is that 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.
Write down what you find before you decide anything; it makes the next step obvious. Knowing this about The child's own view prevents most mistakes.
Learning needs
If you are looking into Learning needs, start here: screened as well, not assumed absent. The point is that 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.
Keep the paperwork; it is the proof when something is queried later. In short, Learning needs is worth a minute before you commit.
Reviewing the plan
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.
The primary source has the final word, and it is worth a minute to check it.
If something changes, note the date; patterns only show up with dates on them. That is the whole of Reviewing the plan for most readers.
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.
That is a general note rather than a rule; check the current details before you rely on it.
When in doubt, choose the simpler option first; it is the one least likely to need undoing. Knowing this about Strengths-based assessment prevents most mistakes.
Emotional literacy
A short note on Emotional literacy. The figure to hold onto is named feelings as a measurable skill; what matters is that a child who can name a feeling can usually be taught to manage it.
Treat it as a starting point; specifics change with the house, the school or the kitchen.
Do the cheap checks before the expensive ones. In short, Emotional literacy is worth a minute before you commit.
Measuring progress
If you are looking into Measuring progress, start here: the baseline chart repeated, after the support. The point is that the comparison, not the impression, decides the next cycle.
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 Measuring progress for most readers.
EHC needs assessment
EHC needs assessment in one line: requested when the graduated approach has been tried. Beyond the number, the request needs the evidence of cycles, not just a description of need.
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 EHC needs assessment prevents most mistakes.
Peer relationships
Peer relationships: the line most people need is assessed as part of the picture, not separately. In practice, isolation and conflict are both SEMH markers.
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, Peer relationships 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.
See also: another short note.