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Assessment, identification and monitoring

Class/subject teacher ensure that:

  • Resources are used (eg environment checklists) to assess the learning environment and refine teaching and differentiation approaches.

  • Questionnaires are used, for example about resilience, well-being and motivation to assess individual social emotional mental health needs.

  • The social engagement and behaviour of their class groups are monitored and appropriate interventions are planned that can be delivered within class through the curriculum.

  • The behaviour/anger iceberg and the escalation cycle is used when considering children/young people's behavioural responses.

  • They are aware of the targets/outcomes that the children with SEMH needs are working towards.

  • Children/young people are involved in the development and evaluation of social emotional and mental health support strategies in class.


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