Short notes for the yearNotes worth a minute

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

Peer relationshipsA short note on Confidentiality. The figure to hold onto is shared on a need-to-know basis within the staff team; what matters is that written records follow the school's data policy.

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.That is a general note rather than a rule; check the current details before you rely on 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. Knowing this about Confidentiality prevents most mistakes.

Do the cheap checks before the expensive ones. In short, Peer relationships is worth a minute before you commit.Emotional literacy

Whole-school factorsIf you are looking into Emotional literacy, start here: named feelings, as a measurable skill. The point is that a child who can name a feeling can usually be taught to manage it.

A short note on Whole-school factors. The figure to hold onto is policies and routines reviewed alongside; what matters is that a child's need sometimes describes the setting more than the child.Treat it as a starting point; specifics change with the house, the school or the kitchen.

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. In short, Emotional literacy is worth a minute before you commit.

Write down what you find before you decide anything; it makes the next step obvious. That is the whole of Whole-school factors for most readers.Reviewing the plan

The child's own viewReviewing 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.

If you are looking into The child's own view, start here: asked directly, in an age-appropriate way. The point is that a drawing or a scaling question works where an interview does not.The primary source has the final word, and it is worth a minute to check it.

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. That is the whole of Reviewing the plan for most readers.

Keep the paperwork; it is the proof when something is queried later. Knowing this about The child's own view prevents most mistakes.Attendance

Relationships with adultsAttendance: the line most people need is checked alongside, the assessment. In practice, patterns of absence are often the earliest sign.

Relationships with adults in one line: one trusted adult as the aim. Beyond the number, it is the single factor most consistently linked with improvement.That is a general note rather than a rule; check the current details before you rely on it.

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. Knowing this about Attendance prevents most mistakes.

If something changes, note the date; patterns only show up with dates on them. In short, Relationships with adults is worth a minute before you commit.Who assesses

EHC needs assessmentA short note on Who assesses. The figure to hold onto is the class teacher first with the SENCO; what matters is that external specialists come in when the school's own graduated approach has not worked.

EHC needs assessment: the line most people need is requested when, the graduated approach has been tried. In practice, 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.

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. In short, Who assesses is worth a minute before you commit.

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

The graduated approachIf you are looking into Transitions, start here: between lessons and phases, as the risk points. The point is that the assessment should say which transitions are hardest.

A short note on The graduated approach. The figure to hold onto is assess, plan, do, review as a cycle; what matters is that each cycle is usually a term long and the review decides whether to change the plan.The primary source has the final word, and it is worth a minute to check it.

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. That is the whole of Transitions for most readers.

Do the cheap checks before the expensive ones. Knowing this about The graduated approach prevents most mistakes.Sensory needs

Reasonable adjustmentsSensory needs in one line: asked about in every SEMH assessment. Beyond the number, noise, light and touch sensitivities are easy to miss.

If you are looking into Reasonable adjustments, start here: written into the plan, and shared with every teacher. The point is that a plan only the SENCO knows about is not a plan.That is a general note rather than a rule; check the current details before you rely on it.

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. Knowing this about Sensory needs prevents most mistakes.

Write down what you find before you decide anything; it makes the next step obvious. In short, Reasonable adjustments is worth a minute before you commit.Triggers and functions

What SEMH coversTriggers and functions: the line most people need is what happens before and after, a behaviour. In practice, the function (escape, attention, sensory, tangible) points to the support.

What SEMH covers in one line: social, emotional and mental health as one of the four broad areas of need. Beyond the number, it replaced the older BESD label in the 2015 Code of Practice.Treat it as a starting point; specifics change with the house, the school or the kitchen.

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. In short, Triggers and functions is worth a minute before you commit.

Keep the paperwork; it is the proof when something is queried later. That is the whole of What SEMH covers for most readers.Figures are general guidance; the primary source takes precedence.

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.

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

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