Skip to content

Assessment of Social Emotional Growth (SEG)

We value collaborative partnerships with our parents and carers.
Please complete the four Social Emotional Growth assessment areas below to help us gain an even clearer understanding of your child's needs at home, so that we can ensure appropriate and bespoke support for your child whilst they are at school.
If you would like help to complete this assessment, or if you would like it in a different format, please let us know on 01803 665522.
Please complete this assessment by 8am on Monday 28th September 2026.
1.Your child's name
2.Your child's year group
3.Name and relationship of the person completing the assessment
4.Relationships Assessment
Unsure
Rarely
Occasionally
Frequently
Almost Always
is able to make eye contact
is able to engage verbally
is able to engage in conversation
is able to work with new staff
is able to engage with peers
is able to start conversations with others
is able to participate in activities
is able to accept praise and celebrations
is able to discuss feelings and views
is able to work as part of a team
is able to share with others
is respectful of other people's needs
is able to show empathy and is sensitive to others feelings
is able to engage in restorative justice sessions
is able to repair harm caused when in conflict with others
is able to show acts of kindness
is able to be a good friend to others
is able to recognise healthy and unhealthy relationships
is able to use and recognise appropriate physical contact with others
5.Positive Behaviour and Learning Assessment
Unsure
Rarely
Occasionally
Frequently
Almost Always
is able to identify and name feelings and emotions
is able to recognise feelings and emotions within themselves
is able to use strategies to support self-regulation
is able to ask a trusted adult for help
is able to ask before leaving the learning space
is able to engage in learning or sensory activity
is able to stay on task
is able to wait for a short period of time
is able to work on assessment tasks
is able to work independently
is able to transition sensibly and safely to their next activity or lesson
is able to use language appropriately
is able to draw on experiences when making future choices
is able to accept mistakes
is able to communicate needs or concerns
is able to follow trusted adult direction and instructions
is able to show resilience
is able to show curiosity in learning
is able to make positive choices when enticed by others
is able to manage change with support
is able to behave appropriately in all areas of the school eg hall, catering
is able to engage with their individual timetable
is able to understand the meaning of bullying - will not bully or encourage others to bully
is able to understand the meaning of diversity
is able to recognise and accept others' differences
is able to understand the meaning of racism - discrimination and prejudice towards others
is able to respect the school building and property
is able to behave appropriately when offsite eg during travel and activities
6.Mental Health and Wellbeing Assessment
Unsure
Rarely Fulfils
Occasionally
Frequently
Almost Always
is able to identify/vocalise personal interests or views
is able to develop ability to manage own personal hygiene
is able to identify own personal health needs with support
is able to understand how to maintain a healthy lifestyle
is able to recognise the dangers and effects of alcohol, drugs, and harmful substances
has a good sleep hygiene
has a good sleep pattern
is able to recognise when they are feeling angry or stressed
is able to recognise and understand online safety
is not known for vaping or smoking
is not known for substance/drug misuse
is not known for abusing alcohol
is able to develop trusting relationships with appropriate adults
is aware of what to do if they need support, help or are in danger
has a developed and/or secure concept of self
is able to talk positively about themselves
is able to accept help from services
is able to accept help from adults
7.Skills for Learning Assessment
Unsure
Rarely
Occasionally
Frequently
Almost Always
is able to read for purpose and pleasure
is able to pick up a pen and write using a pen or pencil
is able to accept task guidance and support from staff
is able to ask for or accept help or support
is able to accept ending/transition
regularly attends sessions
is often punctual
is able to develop respect for possessions
is able to respect learning environment
is able to follow direction
is able to accept decisions
is able to be aware of appropriate dress for situations or activity
is able to accept feedback
is able to revisit activities/learning
is able to proofread their work