How can SEMH needs be met at a whole school level?

Monitoring

The senior leadership team should ensure that: 

The SEMH provision within school is audited and evaluated for example using the SEND and Inclusion Toolkit
There are regular learning walks and classroom observations with a focus on SEMH.
There are whole school assessments, tracking and target setting procedures in place for all young people.  Significant changes to predicted progress can be indicators of social, emotional and mental health concerns. 
All staff are alert to indicators of SEMH so that concerns are identified as soon as possible
Systems are in place to monitor how effectively SEMH needs are being met including young people educated off site.
That additional support is recorded for young people when required in line with the graduated approach (PDF, 65 KB)
Young people with SEMH needs make at least expected progress. 
Child and parent views of the effectiveness of SEMH provision are gathered and acted upon.

Yes

It's good, but

No - here's why:

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