Short notes for the year
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.
Attendance
If you are looking into Attendance, start here: checked alongside, the assessment. The point is that patterns of absence are often the earliest sign.
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, Attendance is worth a minute before you commit.
Observation
Observation in one line: several settings and times not one lesson. Beyond the number, 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.
If something changes, note the date; patterns only show up with dates on them. That is the whole of Observation for most readers.
Frequency and intensity
Frequency and intensity: the line most people need is recorded on a simple chart, over two to three weeks. In practice, 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.
When in doubt, choose the simpler option first; it is the one least likely to need undoing. Knowing this about Frequency and intensity prevents most mistakes.
Transitions
A short note on Transitions. The figure to hold onto is between lessons and phases as the risk points; what matters is that the assessment should say which transitions are hardest.
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, Transitions is worth a minute before you commit.
Sensory needs
If you are looking into Sensory needs, start here: asked about, in every SEMH assessment. The point is that noise, light and touch sensitivities are easy to miss.
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 Sensory needs 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.
Keep the paperwork; it is the proof when something is queried later. Knowing this about Standardised tools prevents most mistakes.
When to involve health
When to involve health: the line most people need is persistent low mood, self-harm, eating changes, as prompts. In practice, the school refers; it does not assess these itself.
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, When to involve health is worth a minute before you commit.
Relationships with adults
A short note on Relationships with adults. The figure to hold onto is one trusted adult as the aim; what matters is that it is the single factor most consistently linked with improvement.
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 Relationships with adults for most readers.
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.