Assessment, identification and monitoring

Class/subject teacher ensure that:

• Resources are used (e.g. 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.