Please refer to the document ‘Guidelines Re: A Decision to Request an EHC Statutory Assessment’ before completing a request form.
SOCIAL, EMOTIONAL AND MENTAL HEALTH
Children and young people who have difficulties with their emotional and social development may have delayed / difficulties with social skills and find it difficult to make and sustain healthy relationships. These difficulties may be displayed through the child or young person becoming withdrawn or isolated, as well as through challenging, disruptive or disturbing behaviour. The difficulties may also be linked to recognised disorders such as ADD/ADHD or mental health disorders and intensified by problems in other areas of life.
Children whose special educational needs falls within SMEH will struggle to overcome trust issues, which makes forming relationships with peers and adults incredibly hard and will also have difficulties coping with school routine. Children and young people with SMEH cover the full range of ability; however, their difficulties are likely to be a barrier to learning. For some children and young people, behaviour problems may frustrate access to the curriculum; for others a learning difficulty may lead to a worsening behaviour and emotional difficulties, for example, a child/young person who has a difficulty grasping the basics of literacy or numeracy may withdraw from lessons or try to divert attention away from the learning difficulty by disruptive behaviour.
Early Years providers, schools and colleges should have clear processes to support children and young people, including how they will manage the effect of any disruptive behaviour so it does not adversely affect other pupils (SEN Code of Practice, page 98, paragraph 6:33)
At all times there should be careful liaison between parents/carers and the child/young person as well as all agencies involved. For some children and young people, routes other than statutory assessment will be more appropriate.
Social, Mental and Emotional Health (SEMH) has been used in the Children and Families Act 2014 and the revised SEN Code of Practice to replace Behaviour, Emotional and Social development (BESD) used in the 1996 Education Act.
Like its predecessor BESD, Social, Mental and Emotional Health is an umbrella term used to describe a range of complex and chronic difficulties experienced by many children and young people. The SEN Code of Practice identifies the following as features of SMEH, and which require additional and different provision in order for the child or young person to achieve:
Key Stage / Attainments / progress / Examples of Behaviour / Documentation Required /Foundation
Key Stage 1
Key Stage 2
Key Stage 3
Key Stage 4
Post-16 / EYFS: Please refer to Cognition and Learning table.
Some pupils with social, emotional and mental health difficulties may be achieving at age-appropriate or above age-appropriate levels. However the severity of their behaviours may make it necessary for the Early Years setting, school or college to request an assessment. / Little measurable improvement in behaviour despite a carefully designed series of interventions involving outside agencies as well as school provision, lasting at least two terms.
Evidence that where progress has been made, it has only been as the result of much additional effort and instruction at a sustained level over and above that which is usually provided.
Discussion with the pupil’s family and requests for involvement from outside agencies does not lead to significant improvement.
Difficulties are enduring and escalating and do not relate to specific difficulties in other areas of life. / Difficulties such as problems of mood (anxiety or depression), problems of conduct (oppositional behaviour), self-harming and more severe conduct problems, including aggression.
Difficulties forming and maintaining meaningful relationships, using inappropriate language and a tendency to cause harm to both adults and pupils or seriously damaging property.
Persistent disruptive behaviour and language occurs in a variety of contexts, impeding the pupil’s learning and the learning of others.
Persistent disengagement from tasks, even where tasks are set at their level. Withdrawal from education and/or social engagement.
Anxiety, phobias and other conditions which create a barrier to successful engagement with education and/or social interaction e.g. eating disorders.
Mental Health conditions e.g. schizophrenia, psychoses. / Evidence of involvement of all relevant agencies where the child/young person (YP) continues to make little or no progress despite evidence of appropriate and evaluated support.
Involvement and documentary evidence from CAMHS, where pupil shows high levels of anxiety and/or severe emotional and mental health difficulties.
Support from external educational agencies and services such as The Bridge and/or Educational Psychology Service and/or specialists within EIS
Records of action taken by the early years setting, school or college, including the use of delegated funding (£6K maximum).
Evidence of early years setting, school, or college, together with relevant specialists, having considered a range of well-founded and effective teaching approaches, appropriate equipment, strategies and interventions in order to support the child’s/YP’s progress. Copies of at least 2 reviewed IEPs or other reviewed evidence containing targets that are achievable and with relevant review dates.
Evidence of how support has been adapted or replaced depending on how effective it has been in achieving the expected outcomes.
Behaviour log analysis and behaviour plan for the pupil and exclusions record where appropriate.
Evidence of involvement of child/YP and their parent/carer.
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