Whole school assessment, identification and monitoring

The senior leadership team should ensure that:

• There are procedures in place for the senior leadership team to assess how effectively staff are meeting SEMH needs, for example learning walks and classroom observations.
  
  
• There are whole school assessments, tracking and target setting procedures in place for all children/young people.  Significant changes to predicted progress can be indicators of social, emotional and mental health concerns.
  
  
• There are a whole school system in place for baselining and tracking the progress of individual’s social, emotional and mental health development, including the effectiveness of interventions.
  
  
• Children/young people with SEMH needs make at least expected progress
  
  
• Children and young people are aware of who to approach in school  to seek help.  There are regular opportunities for this to take place, e.g. drop-in with members of staff.
  
  
• Parents/carers know whom approach in school if they have concerns or information regarding their child’s emotional and mental health.
  
  
• There are processes in place in school for sharing information with all staff regarding individual children/young people’s social, emotional and mental health needs.