Comprehensive Student Wellbeing Assessment Project

A comprehensive whole-school approach to assess and support the social, emotional, and development needs of all children and young people, to positively impact their learning, behaviour, attendance, and wellbeing.

Comprehensive assessments

Identify and visualise need

Individual and group learning plans

Tracking progress

Staff use a quick two-part checklist to assess skills and identify developmental needs, helping tailor support based on evidence.

Set and track achievable targets to support student development and improve group and class dynamics.

Track individual and school-wide progress to guide decisions on resources and interventions.

View Pricing Start 30 Day Free Trial

TRUSTED BY

We help to unlock pupils’ potential, by removing barriers to learning. In the last year we’ve reached over:

201,800

4,200

Features

On average, over a third of pupils have some social, emotional or mental health (SEMH) need. For one in ten pupils, this need will be high, presenting as behavioural difficulties or diagnosable disorders like ADHD.

However, research in our Now You See Us study suggests that another quarter of pupils will have moderate SEMH needs, which are much harder for educators to identify, but which can have a significant impact on pupils’ learning.

The Boxall Profile® Online is the first step along the graduated approach to nurture and is the best way to identify and address hidden issues, ensuring that every child and young person gets the support they need to engage fully with their learning. The combination of the assessment tool and the graduated approach helps to create a nurturing and supportive environment, ensuring that children and young peoples emotional and social wellbeing is addressed effectively throughout the different levels of support.

Boxall Profile® assessments are not designed as a diagnostic tool for specific mental health conditions, learning difficulties or developmental difficulties. Instead, assessments are designed to help professionals understand and work more effectively with children and young people, in a way that’s sensitive to the needs of the child or young person being assessed.

The two-part checklist, which is completed by staff who know the child and young person best, is quick — and, very importantly, identifies the levels of skills that children and young people possess to access learning.

Children and Young People

Practitioners and Teaching Staff

Schools and Education Settings

Local Authorities, Trusts and Governments

Track the progress of individual pupils and the whole school. View a snapshot of your whole school and create comparison reports to track progress over time and empower staff and senior leaders to make data informed decisions, helping them to plan whole school, class or individual resources, interventions and support to ensure that pupil wellbeing is supported across the whole setting.

FEATURES

Supporting staff to develop their observational skills and their understanding of children and young people's difficulties.

Setting individualised, group and class, achievable targets that reinforce target behaviour and skills.

Helping staff review children and young people's target behaviour.

“As a headteacher, I found this system so easy to use, quick to run and powerful to share with stakeholders. It had some great impact. The biggest differences we saw were around self-esteem which supported regulation which supported attendance. The reports were also super useful to share with parents and carers. The most helpful thing about using the online programme was being given the interventions to run which in most cases didn’t need to be run as such – they could be managed in class.”

Former Headteacher

"I wish it could have been delivered to our whole school. A well thought out assessment and support tool for all children and for teachers."

“The Boxall gives you ownership, you can unpick the child’s behaviour and put strategies in place in class. It improves your understanding and your relationship with the child.”

“You do a Boxall Profile and realise that there is so much more you need to work on, it’s crazy you think you know your children, then you complete a profile and realise how much more there is to learn about them.”

“This year was my first time doing Boxalls and I found it incredibly insightful. I found that it made me think more deeply about individuals and the results were interesting. For some children, choosing an answer was immediate, for others it took a little bit of thinking time. Conversations after the completion of the Boxalls were helpful and allowed me to understand why children are the way they are and what we can do to support them best. I was initially worried about doing the Boxalls as it was my first time, but I enjoyed the process and found the questions clear and understandable. I feel that I have a better understanding of how to support my pupils with their social and emotional wellbeing.”

Teacher at Laurance Haines School

"The Boxall Profile helped us gain a positive language. To identify where a child is in different areas in their development... It helped staff to look more perceptively, to think where does this behaviour come from?"

"When we [assessed] the whole school, there were children that were highlighted that… we’d never done any work with because they present as quiet and calm within school. But actually, they had more of a deep-rooted problem."

News

Rachael Spain, Pastoral, Wellbeing and Learning Interventions Officer at Brynteg School shares the fantastic progress of a secondary aged pupil with support of the Boxall Profile® Online and nurture.

We are excited to announce that the Boxall Profile® Online has been shortlisted for the prestigious Wellbeing Awards at this year's Education Resources Awards.

Epsom Downs Primary School has recently been awarded our National Nurturing Schools Award. As part of a whole school nurture approach the Boxall Profile® is becoming an established tool at the school.

Analysis of the Boxall Profile® data gathered by BCP primary schools during the academic year 2017/18 revealed high levels of SEMH needs in schools that assessed the whole school or whole-year groups of children.