Notes by topic
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.
Record keeping
Record keeping: the line most people need is dated, factual, brief, as the standard. In practice, a good record can be read by a stranger and understood.
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 Record keeping prevents most mistakes.
Reasonable adjustments
A short note on Reasonable adjustments. The figure to hold onto is written into the plan and shared with every teacher; what matters is that a plan only the SENCO knows about is not a plan.
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, Reasonable adjustments is worth a minute before you commit.
Who assesses
If you are looking into Who assesses, start here: the class teacher first, with the SENCO. The point is that external specialists come in when the school's own graduated approach has not worked.
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 Who assesses for most readers.
Whole-school factors
Whole-school factors in one line: policies and routines reviewed alongside. Beyond the number, a child's need sometimes describes the setting more than the child.
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 Whole-school factors prevents most mistakes.
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.
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, The child's own view is worth a minute before you commit.
Learning needs
A short note on Learning needs. The figure to hold onto is screened as well not assumed absent; what matters is that unrecognised literacy difficulties present as behaviour more often than 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 Learning needs for most readers.
Reviewing the plan
If you are looking into Reviewing the plan, start here: termly, at least. The point is that a plan that has not changed in a year has probably not been reviewed.
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 Reviewing the plan prevents most mistakes.
Strengths-based assessment
Strengths-based assessment in one line: what the child can do as the starting point. Beyond the number, 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.
Write down what you find before you decide anything; it makes the next step obvious. In short, Strengths-based assessment 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.