Tools to Support EHCPs, EOTAS Packages and SEMH Profiling

Overview

• Purpose of social, emotional and behavioural assessments.
• How these tools support EHCP evidence, intervention planning, and multi-agency working.

Strengths and Difficulties Questionnaire (SDQ)

• What it measures: emotional difficulties, conduct problems, hyperactivity, peer relationships, prosocial behaviour.
• Versions available: parent, teacher, self-report.
• Why it is useful: quick, free, widely recognised, accepted in EHCP evidence.

Boxall Profile

• What it measures: attachment needs, emotional development, social functioning, barriers to learning.
• Why it is useful: excellent for SEMH profiles, supports intervention planning, valued by local authorities.

BRIEF-2 (Behaviour Rating Inventory of Executive Function)

• What it measures: working memory, inhibition, emotional control, organisation, task initiation.
• Why it is useful: strong for neurodiversity profiles, highlights hidden barriers to learning.

Emotional Literacy Checklists (ELSA-aligned)

• What they measure: self-awareness, emotional understanding, social skills.
• Why they are useful: ideal for planning emotional literacy interventions and tracking progress.

Rosenberg Self-Esteem Scale

• What it measures: global self-esteem and self-worth.
• Why it is useful: helpful for EBSA, anxiety-linked cases, and wellbeing planning.

Spence Children’s Anxiety Scale / RCADS

• What they measure: general anxiety, social anxiety, separation anxiety, low mood.
• Why they are useful: strong for EBSA and mental health-linked barriers to attendance.

Strengths-Based Tools

• Tools: Three Houses, scaling questions, solution-focused interviews, All About Me profiles.
• Why they are useful: support learner voice, trauma-informed practice, and EHCP Section A.

How These Assessments Support EHCPs and EOTAS Packages

• Contribution to Section A (views), Section B (needs), Section E (outcomes), and Section F (provision).
• How results inform intervention planning and progress monitoring.