№ files_lp_3_process_9_77495
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Quantitative screening assessment scale used in educational settings to evaluate pupils’ social, emotional and behavioural functioning across five developmental domains and determine suitability for mainstream inclusion.
Title:
SEMH Scale Assessment for Children with Social, Emotional and Behavioural Difficulties
Language:
English
Document Type:
Educational assessment scale
Assessment Focus:
Social, emotional and behavioural development
Target Group:
Pupils with social, emotional and behavioural difficulties
Educational Setting:
Mainstream school environment
Scoring System:
1–4 rating scale per criterion
Maximum Overall Score:
312
Threshold Indicator:
Below 218 (70%) indicates significant difficulty engaging in mainstream environment
Main Areas Assessed:
Self-Control and Management of Behaviour; Social Skills; Self-Awareness and Confidence; Skills for Learning; Approach to Learning
Purpose:
Screening for suitability for inclusion and developmental profiling
Use Over Time:
Progress tracking and target setting for IEP and person-centred planning
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The product description is provided for reference. Actual content and formatting may differ slightly.
Year:
2022
Region / City:
Newcastle
Topic:
Social, Emotional & Mental Health (SEMH)
Document Type:
Guidance
Institution:
Local Authority
Author:
Not specified
Target Audience:
School staff, mental health professionals, families
Period of Validity:
Ongoing
Approval Date:
September 2022
Date of Changes:
None specified
Context:
This document provides guidance for identifying and supporting children and young people with social, emotional, and mental health needs in educational settings.
Organisation:
Lewisham CAMHS Mental Health Support Team (MHST)
Region:
England
Country:
United Kingdom
Type of document:
Educational guidance toolkit
Subject:
Social, emotional and mental health needs in schools
Target audience:
Schools and educational settings
Thematic focus:
Whole school approach to mental health and wellbeing
Referenced guidance:
Public Health England; National Institute for Health and Care Excellence (NICE); Department of Health and Education
Evidence base:
Anna Freud National Centre for Children and Families; Education Endowment Foundation; Early Intervention Foundation; Katherine Weare framework; Babcock LDP toolkit
Population focus:
Children and young people aged 5–25
Key framework:
Assess, Plan, Do, Review cycle
Statistical reference year:
2020 (Mental Health of Children and Young People in England Survey)
Year:
2017
Region / City:
Leeds
Theme:
Social Emotional and Mental Health (SEMH)
Document Type:
Handbook
Organization:
Children’s Services
Author:
Co–produced by Children’s Services, AIP chairs, schools and academy trusts
Target Audience:
Schools, academies, Area Inclusion Partnerships (AIP), Children and Families Services (CF), partner agencies
Period of Validity:
2022/2023
Approval Date:
December 2022
Review Date:
July 2023
Changes Date:
N/A
Context:
This handbook provides guidance on referrals to the SEMH Pathways Panel in Leeds, detailing the process for handling exceptional SEMH cases and permanent exclusions.
Note:
Year
Topic:
Social, Emotional, and Mental Health
Document Type:
Guidance
Target Audience:
Educational professionals, support staff, and others working with children with SEMH difficulties
Year:
2020-2021
Region / City:
Not specified
Subject:
Social, Emotional, and Mental Health (SEMH) Support
Document Type:
Case Study
Organization:
SEND Outreach Service
Author:
Not specified
Target Audience:
Educational professionals, foster carers, support staff
Action Period:
August 2020 - September 2021
Approval Date:
Not specified
Modification Date:
Not specified
Year:
2022
Region / city:
Newcastle, UK
Topic:
Social, Emotional & Mental Health (SEMH) Needs in Children
Document type:
Guidance document
Institution / organization:
Newcastle Local Authority
Author:
Newcastle SEND Team
Target audience:
Educators, school staff, mental health professionals, families
Period covered:
School years
Approval date:
September 2022
Review date:
Not specified
Related resources:
The Rise Project, 5 Rs Training, Early Help, Educational Psychology, CAMHS
Year:
2026
Region / city:
United Kingdom
Topic:
Social, Emotional and Mental Health (SEMH)
Document type:
Policy
Organization / institution:
Scargill Church of England Primary School
Author:
Not specified
Target audience:
Teachers, school staff, parents, pupils
Period of validity:
Ongoing
Approval date:
Not specified
Date of changes:
Not specified
Year:
2024–2025
Region:
Rochdale, United Kingdom
Subject:
SEMH (Social, Emotional and Mental Health) and Behavioural Needs
Document Type:
Project Overview / Training Program
Organization:
Rochdale & Bury Youth Justice Service, Brownhill Learning Community
Author:
Jemma Flowitt, Highly Specialist Speech and Language Therapist
Target Audience:
Secondary school staff, Inclusion & SEND Teams, HOYs, SLTs
Period of Implementation:
2024–2025
Training Modules:
Adapting Communication, Screening and Behaviour Plans, Supporting Students with ADHD
Curriculum Components:
STEPS to Self-Regulation, STEPS to Healthy Behaviours, STEPS to Healthy Relationships
Contributors:
Lee Hooley (former YJS & CAMHs Mental Health Nurse), Chris Manley (Counsellor)
Delivery Mode:
On-site staff training sessions in schools
Cost:
Free of charge
Contact:
[email protected]
Project Objective:
Reduce school exclusions and offending among young people by improving support and intervention for SEMH and behavioural needs
Year:
2006
Region / city:
Queensland
Topic:
Education, Mental Health, Student Support
Document Type:
Application Form
Institution:
Queensland Department of Education
Author:
Queensland Department of Education
Target Audience:
School staff, educational administrators
Period of validity:
Not specified
Approval Date:
Not specified
Amendment Date:
Not specified
Year:
2022-2023
Region / City:
Somerset
Topic:
Literacy Difficulties Assessment
Document Type:
Form
Institution:
Support Services for Education
Author:
Unknown
Target Audience:
SENCOs, teachers, school staff
Period of Action:
2022-2023
Approval Date:
Unknown
Date of Changes:
Unknown
Note:
Year
Topic:
Educational Support
Document Type:
Application Form
Organization / Institution:
Joint Council for Qualifications (JCQ)
Target Audience:
SENCo, School Administrators, Examination Authorities
Year:
2021
Region / City:
United Kingdom
Subject:
Speech and Language Therapy, Eating, Drinking, and Swallowing (EDS) Difficulties
Document Type:
Guidelines
Organization:
Royal College of Speech and Language Therapists (RCSLT)
Author:
Angela Penny, Sheiladen Aquino, Christine Hobbs, Fiona Anderson, Gemma Borkowski, Kathleen Graham, Katy Latham, Louise Peart, Rebecca Davidson, Rhiannon Haag, Sandra Robinson, Sarah H. Woodman
Target Audience:
Newly qualified Speech and Language Therapists (NQPs), employers, clinical supervisors
Period of Validity:
N/A
Approval Date:
N/A
Modification Date:
N/A
Note:
Year
Year:
2018
Region / City:
Australia
Topic:
Education, Learning Difficulties, Dyslexia
Document Type:
Educational Resource
Institution:
Department of Education and Training (DET)
Author:
Not specified
Target Audience:
Classroom teachers and educational support teachers
Period of Validity:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
2023
Region / city:
Forth Valley
Topic:
Neurodevelopmental Disorders, Education
Document type:
Guidance
Organization:
Forth Valley NHS
Author:
Not specified
Target audience:
Local Authority Education Staff
Period of validity:
Not specified
Date of approval:
Not specified
Date of changes:
Not specified
Year:
Not specified
Region / city:
Not specified
Topic:
Eating, drinking, and swallowing difficulties (EDS) in newly qualified speech and language therapists (SLTs)
Document type:
Guideline
Organization / institution:
Royal College of Speech and Language Therapists (RCSLT)
Author:
Angela Penny, Sheiladen Aquino, Christine Hobbs, Fiona Anderson, Gemma Borkowski, Kathleen Graham, Katy Latham, Louise Peart, Rebecca Davidson, Rhiannon Haag, Sandra Robinson, Sarah H. Woodman
Target audience:
Newly qualified practitioners (NQPs) in speech and language therapy
Validity period:
Not specified
Approval date:
Not specified
Modification date:
Not specified
Year:
2022
Region / City:
York
Theme:
Special Education, Curriculum Design
Document Type:
Educational Policy
Organization / Institution:
Applefields School
Author:
Applefields School Leadership Team
Target Audience:
Educators, Special Education Professionals, Parents of Students with Severe Learning Difficulties
Period of Validity:
Ongoing
Approval Date:
2022
Modification Date:
Ongoing