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. These notes travel under the working name spoushamule glindaimith.
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.
Emotional literacy
Emotional literacy: the line most people need is named feelings, as a measurable skill. In practice, a child who can name a feeling can usually be taught to manage 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 Emotional literacy for most readers.
Measuring progress
A short note on Measuring progress. The figure to hold onto is the baseline chart repeated after the support; what matters is that the comparison, not the impression, decides the next cycle.
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 Measuring progress prevents most mistakes.
EHC needs assessment
If you are looking into EHC needs assessment, start here: requested when, the graduated approach has been tried. The point is that the request needs the evidence of cycles, not just a description of need.
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, EHC needs assessment is worth a minute before you commit.
Peer relationships
Peer relationships in one line: assessed as part of the picture not separately. Beyond the number, isolation and conflict are both SEMH markers.
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 Peer relationships 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.