{"id":31547,"date":"2025-03-13T10:52:33","date_gmt":"2025-03-13T10:52:33","guid":{"rendered":"https:\/\/www.devon.gov.uk\/support-schools-settings\/?page_id=31547"},"modified":"2026-01-21T14:07:30","modified_gmt":"2026-01-21T14:07:30","slug":"tools","status":"publish","type":"page","link":"https:\/\/www.devon.gov.uk\/support-schools-settings\/ordinarily-available-inclusive-provision\/targeted\/semh-needs\/tools\/","title":{"rendered":"Tools to help identify SEMH needs"},"content":{"rendered":"\n<p>There is no single tool that will effectively screen for all social, emotional and mental health needs so it is important that all adults remain curious about behaviour and seek to understand any underlying needs. It is important to ensure that a holistic picture has been gathered and consideration has been given to potential trauma, attachments and family relationships, adverse experiences, deprivation, health needs, sensory needs as well as learning, language and literacy language needs. See the <a href=\"https:\/\/www.devon.gov.uk\/support-schools-settings\/ordinarily-available-inclusive-provision\/targeted\/communication-and-interaction-needs\/tools\/\">communication and interaction section for further screening tools<\/a>.<\/p>\n\n\n\n<p>When identifying need, it is important to gather a full picture of the child or young person using a variety of approaches including teacher assessment and observation, pupil progress and attainment, identifying patterns in attendance and behaviour data as well as specific screening and assessment tools, ensuring that the views and experiences of both the pupil and parent carers are listened to and used to inform any next steps.<\/p>\n\n\n<div class=\"content-cta clearfix secondary\" id=\"block_acf-block-6970dd9f3c4a3\"><p><!-- wp:list --><\/p>\n<h3>Tools and resources<\/h3>\n<ul class=\"wp-block-list\">\n<li>The <a href=\"https:\/\/www.boxallprofile.org\/\" rel=\"noopener\">Boxall Profile<\/a> is an evidence-based tool that supports a whole school approach to assessing and addressing children and young people\u2019s social, emotional and behavioural development to positively impact learning, behaviour, attendance and wellbeing.<\/li>\n<li>The <a href=\"https:\/\/cumbria.gov.uk\/elibrary\/Content\/Internet\/537\/6381\/6388\/38320\/44643105643.pdf\" rel=\"noopener\">Coventry Grid<\/a> can be used to identify similar presenting needs relating to autism and attachment. It can be used to help understand the subtle differences between these needs.<\/li>\n<li><a href=\"https:\/\/kimsgolding.co.uk\/publication\/observation-checklist-series\/observing-children-attachment-difficulties-preschool-settings\/\" rel=\"noopener\">\u2018Observing Children with Attachment Difficulties in Preschool Settings\u2019 by Kim Golding<\/a>. A tool for identifying and supporting social and emotional difficulties <strong>age 2-5<\/strong>.<\/li>\n<li><a href=\"https:\/\/kimsgolding.co.uk\/publication\/observation-checklist-series\/observing-children-attachment-difficulties-school\/\" rel=\"noopener\">\u2018Observing Children with Attachment Difficulties in School\u2019 by Kim Golding<\/a>. A tool for identifying and supporting social and emotional difficulties for children age <strong>5 to 11<\/strong>.<\/li>\n<li><a href=\"https:\/\/kimsgolding.co.uk\/publication\/observation-checklist-series\/observing-adolescents-attachment-difficulties-educational-settings\/\" rel=\"noopener\">\u2018Observing Adolescents with Attachment Difficulties in Educational Settings\u2019 by Kim S Golding<\/a>. A tool for identifying and supporting social and emotional difficulties for young people age <strong>11 to 16<\/strong>.<\/li>\n<li><a href=\"https:\/\/www.amazon.co.uk\/Social-Play-Record-Developing-Adolescence\/dp\/1843104008\" rel=\"noopener\">\u2018The Social Play Record\u2019 by Chris White<\/a>. A toolkit for assessing and developing social play from infancy to adolescence.<\/li>\n<li><a href=\"https:\/\/www.sdqinfo.org\/a0.html\" rel=\"noopener\">The Strengths and Difficulties Questionnaire<\/a> is a brief behavioural screening questionnaire that can be used for 2-17 year olds.<\/li>\n<li><a href=\"https:\/\/www.thriveapproach.com\/thrive-online\" rel=\"noopener\">Thrive-Online<\/a> is an online tool designed to assess children\u2019s social and emotional skills, create targeted action plans to support mental health, and track progress over time.<\/li>\n<li><a href=\"https:\/\/www.fagus.org.uk\/developmental-profiles\/\" rel=\"noopener\">Emotional and Social Developmental Framework &#8211; Fagus Educational Resource<\/a>. An online framework for social and emotional development for CYP who have social, emotional, attachment, trauma-related needs.<\/li>\n<li><a href=\"https:\/\/www.pearsonclinical.co.uk\/store\/ukassessments\/en\/Store\/Professional-Assessments\/Behaviour\/Resiliency-Scales-for-Children-and-Adolescents\/p\/P100009291.html?tab=product-details\" rel=\"noopener\">Resiliency Scales for children and adolescents<\/a> provide a profile of personal strengths as well as vulnerability in teenagers and children (age 9 &#8211; 18).<\/li>\n<\/ul>\n<ul class=\"wp-block-list\">\n<li style=\"list-style-type: none;\"><\/li>\n<\/ul>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- \/wp:list --><\/p>\n<\/div>\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>There is no single tool that will effectively screen for all social, emotional and mental health needs so it is important that all adults remain [&hellip;]<\/p>\n","protected":false},"author":981,"featured_media":0,"parent":31546,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-31547","page","type-page","status-publish","hentry"],"acf":[],"publishpress_future_action":{"enabled":false,"date":"2026-05-03 20:38:11","action":"change-status","newStatus":"draft","terms":[],"taxonomy":"","extraData":[]},"publishpress_future_workflow_manual_trigger":{"enabledWorkflows":[]},"_links":{"self":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/31547","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/users\/981"}],"replies":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/comments?post=31547"}],"version-history":[{"count":3,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/31547\/revisions"}],"predecessor-version":[{"id":35453,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/31547\/revisions\/35453"}],"up":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/31546"}],"wp:attachment":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/media?parent=31547"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}