Reliable answers: quick notes

A few short notes on social, emotional and mental health assessment in schools, gathered from the questions readers ask most often.

These notes are reviewed at the start of each school term.

Confidentiality

If you are looking into Confidentiality, start here: shared on a need-to-know basis, within the staff team. The point is that written records follow the school's data policy.

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 Confidentiality for most readers.

Emotional literacy

Emotional literacy in one line: named feelings as a measurable skill. Beyond the number, 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.

When in doubt, choose the simpler option first; it is the one least likely to need undoing. Knowing this about Emotional literacy 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.

Do the cheap checks before the expensive ones. In short, Reviewing the plan is worth a minute before you commit.

Attendance

A short note on Attendance. The figure to hold onto is checked alongside the assessment; what matters is that patterns of absence are often the earliest sign.

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 Attendance for most readers.

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.

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 Who assesses prevents most mistakes.

Transitions

Transitions in one line: between lessons and phases as the risk points. Beyond the number, the assessment should say which transitions are hardest.

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, Transitions is worth a minute before you commit.

Sensory needs

Sensory needs: the line most people need is asked about, in every SEMH assessment. In practice, 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.

When in doubt, choose the simpler option first; it is the one least likely to need undoing. That is the whole of Sensory needs for most readers.

Triggers and functions

A short note on Triggers and functions. The figure to hold onto is what happens before and after a behaviour; what matters is that the function (escape, attention, sensory, tangible) points to the support.

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 Triggers and functions 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.

The full set is listed on the index of notes.