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.

EHC needs assessment

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.

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 EHC needs assessment for most readers.

Whole-school factors

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.

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 Whole-school factors prevents most mistakes.

Triggers and functions

If you are looking into Triggers and functions, start here: what happens before and after, a behaviour. The point is that the function (escape, attention, sensory, tangible) points to the support.

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

Adverse experiences

Adverse experiences in one line: noted, not diagnosed by the school. Beyond the number, the school's job is to adjust the environment, not to treat.

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 Adverse experiences for most readers.

Reasonable adjustments

Reasonable adjustments: the line most people need is written into the plan, and shared with every teacher. In practice, 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.

If something changes, note the date; patterns only show up with dates on them. Knowing this about Reasonable adjustments prevents most mistakes.

Sensory needs

A short note on Sensory needs. The figure to hold onto is asked about in every SEMH assessment; what matters is that noise, light and touch sensitivities are easy to miss.

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, Sensory needs is worth a minute before you commit.

Observation

If you are looking into Observation, start here: several settings and times, not one lesson. The point is that 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.

Do the cheap checks before the expensive ones. That is the whole of Observation for most readers.

Reviewing the plan

Reviewing 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.

That is a general note rather than a rule; check the current details before you rely on it.

Write down what you find before you decide anything; it makes the next step obvious. Knowing this about Reviewing the plan 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.