Assessment evidence for Learning Outcome 4 should relate to the learner’s place of work and children or young people they are supporting; it may not be simulated.
To enable the learner to understand how to lead and manage provision for children and young people with social, emotional and mental health needs.
Understand roles and responsibilities in relation to supporting children and/or young people with social, emotional and mental health (SEMH) needs in educational settings.
Analyse the roles and responsibilities of different professionals, working in educational settings, to support SEMH needs.
Explain own role and how that combines with the contribution of others in the educational setting to provide effective support for one or more individual children and/or young people.
Explain how own setting ensures staff adhere to legislation and statutory guidance on equality and inclusion when supporting children and/or young people with SEMH needs.
Explain how voluntary and public sector agencies provide support for children and/or young people with SEMH needs and their families to complement the support provided in the educational setting.
Understand the needs of children and/or young people with SEMH.
Explain the typical stages of social and emotional development for children or young people in a specific age range (e.g. 0-5; 11-16).
Analyse different risk factors that can affect social and emotional development and mental health.
Explain the different approaches that can be taken to identify and assess SEMH needs.
Analyse the relationship between SEMH and other areas of development, and the impact of SEMH needs on learning and behaviour.
Understand effective practice in working with children and/or young people with SEMH needs and their parents and carers.
Assess the importance when working with children and/or young people with SEMH needs of understanding their strengths, needs, interests and aspirations.
Assess the importance of understanding the views and wishes of parents and carers in relation to assessing, supporting and planning for children and/or young people with SEMH needs.
Explain how involving peers and friends can help professionals to support children and/or young people with SEMH needs.
Summarise the importance of reflective practice and continual professional development for those supporting children and/or young people with SEMH needs.
Be able to recognise SEMH needs in children and/or young people and provide appropriate support.
Identify when a child or young person has SEMH needs and refer them in a timely fashion to an appropriate person for further assessment.
Use appropriate strategies to help children and young people with SEMH needs make progress towards agreed targets for learning and social interaction with peers and adults.
Use appropriate techniques to engage children and/or young people in the support process and to listen to their views and wishes.
Adapt resources for children and/or young people with SEMH needs.
Provide an appropriate range of opportunities to support children and/or young people with SEMH needs to make progress.