Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder* or attachment disorder - SEND Code of Practice (DfE, 2014).
Introduction to Social, Emotional and Mental Health Needs
Support for Identification and Assessment of Need
- Formative assessment /feedback featured in lessons and evidenced in marking policies
- Summative assessment and analysis
- Assessment of behaviour for learning
- Progress and assessment data
- Information shared with all school staff and partners
- A regular cycle of Assess, Plan, Do, Review is used to inform teaching and learning
- Inclusive, high-quality teaching and learning is in place
- Additional Needs /SEND needs are understood and supported by regular CPD which is accessed by all staff
- The curriculum is adapted to meet the needs of all pupils, including appropriate differentiation. This will include opportunities to work and learn in different ways and various groupings as well as working towards independence
- School works closely and in full partnership with parents/carers
- The physical environment is adapted to fully meet the needs of the individual. This will include reasonable adaptations for sensory/physical/emotional and cognitive needs
- Resources are used appropriately for overcoming potential barriers to learning, including specialist resources and/or toolkits
- All pupils feel safe and valued having the potential to share their views, opinions and concerns
- There are effective links and collaboration with outside agencies and specialists
- All transitions, both micro (ie between lessons) and macro(ie across settings/key stages) are planned for over time and in partnership with the pupil, parent/carers and setting.