The Mental Health Setting Audit
Identifying Need and Monitoring Impact
28 There is a clear policy(ies) for the identification of and response to social, emotional and mental health difficulties, including SEND processes as relevant.
Examples:
Policies are available on the website.
Identification of mental health needs are referenced in key policies, such as anti-bullying, attendance, behaviour and SEND.
There is a clear process for identification of need.
There is a procedure in place for staff, including temporary personnel, parents and pupils to raise concerns relating to social, emotional and mental health.
29 Social, emotional and mental health problems are identified at an early stage and procedures work to intervene promptly.
Examples:
Timely referrals are made to organisations and services.
Concerns raised by staff, parents or pupils are recorded and dealt with accordingly.
30 Response to behaviour promotes a speedy identification of the underlying needs and appropriate strategies are put in place.
Examples:
Responses to behavioural incidents encourage staff to reflect on underlying needs.
Records demonstrate appropriate referrals.
Targets are realistic and reflect underlying need.
31 Packages of support for young people experiencing mental health difficulties include opportunities to develop skills for life and meet the expectations of the world around them.
32 The setting has identified appropriate local mental health services, including voluntary and private offers.
Examples:
Guide to local services.
List on website.
Information for parents/carers.
33 This map has enabled the school to identify ‘gaps’ in local provision and put plans in place.
Examples:
Record of analysis of mapping identifies gaps.
Evidence of gaps being raised with setting leadership and/or statutory services.
Business plans for additional internal provision/staff training to plug gaps.
34 There is rigorous monitoring for assessing the impact of interventions, such as the use of SMART targets.
Examples:
Behaviour records, attendance data and social and emotional measures, are used to monitor the non-academic progress of pupils with social and emotional problems, and those with relevant mental health difficulties.
Mechanisms are in place that measure, celebrate and reinforce small steps of progress against individual targets.
Impact of interventions are monitored, such as the use of before and after social and emotional assessment.
35 Support packages for pupils at risk of exclusion, including the use of alternative provision, are monitored according to the holistic needs of the pupil.
Examples:
Behaviour records, attendance data and social and emotional measures, are used to monitor the non-academic progress of pupils with social and emotional problems, and those with relevant mental health difficulties.
Mechanisms are in place that measure, celebrate and reinforce small steps of progress against individual targets.
Impact of interventions are monitored, such as the use of before and after social and emotional assessment.