[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"skill:01M71B77PPRS38JSYW8ZW0F00M":3,"skill-same:01M71B77PPRS38JSYW8ZW0F00M":67},{"skillNo":4,"name":5,"nameZh":6,"description":7,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":16,"categories":17,"keywords":18,"publishedAt":36,"linkOnly":37,"markdownContent":38,"markdownBody":39,"frontMatter":40,"refName":44,"commitSha":45,"skillDirectory":46,"forksCount":47,"repositoryHtmlUrl":48,"repositoryHomepageUrl":6,"ownerHtmlUrl":49,"ownerBlogUrl":50,"ownerDescription":51,"updatedAt":52,"install":53,"resources":66},"01M71B77PPRS38JSYW8ZW0F00M","special-educational-needs-intake-assessment",null,"Run a structured intake and initial assessment for children and young people with special educational needs, and their families in mainstream and specialist school settings.\nTRIGGERS - Use when a SEN coordinator and specialist teacher needs a intake & initial assessment for children and young people with special educational needs, and their families in mainstream and specialist school settings.","lionelsimai\u002Fclaude-skills-collection","lionelsimai","https:\u002F\u002Favatars.githubusercontent.com\u002Fu\u002F260158848?v=4","01M6CHZPS8G9TSB113TT0BBM6E","Lionel ","01M6CHZPXGW2SPE3BHQTGJ0S8J",38,"MIT","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fspecial-educational-needs-intake-assessment\u002FSKILL.md",[],[19,20,21,22,23,24,25,26,27,28,29,30,31,32,33,34,35],"assessment","special educational needs intake assessment","Educational","intake","structured","settings","specialist","run","with","school","teacher","when","people","use","coordinator","triggers","for","2026-11-10 10:12:30",false,"---\nname: special-educational-needs-intake-assessment\ndescription: |\n  Run a structured intake and initial assessment for children and young people with special educational needs, and their families in mainstream and specialist school settings.\n  TRIGGERS - Use when a SEN coordinator and specialist teacher needs a intake & initial assessment for children and young people with special educational needs, and their families in mainstream and specialist school settings.\ncategory: Special Educational Needs\nlicense: MIT\nversion: 1.0\n---\n# Intake & Initial Assessment — Special Educational Needs\n\nRun a structured intake and initial assessment for children and young people with special educational needs, and their families in mainstream and specialist school settings. The deliverable is a completed intake record and initial assessment summary.\nThis skill is written for a SEN coordinator and specialist teacher working with children and young people with special educational needs, and their families in mainstream and specialist school settings.\n\n## When to use\n- You are a SEN coordinator and specialist teacher preparing, delivering or reviewing this part of your work in mainstream and specialist school settings.\n- You need a defensible, repeatable approach that produces a completed intake record and initial assessment summary.\n- A colleague, auditor or client asks how this was done and what evidence supports it.\n\n## Key Concepts\n| Term | Meaning |\n|------|---------|\n| EHCP | an education, health and care plan for a child with complex needs |\n| Provision | the support and resources provided to meet needs |\n| Annual review | the yearly meeting reviewing a child's plan and progress |\n\n## Workflow\n1. **Step 1** - Confirm identity, consent and the reason for referral or engagement, and open the record that will hold education and health care plans\n2. **Step 2** - Gather history and current circumstances from children and young people with special educational needs, and their families, using the standard intake structure for mainstream and specialist school settings\n3. **Step 3** - Record baseline observations and measurements relevant to plan review timeliness, noting anything that changes the priority of the case\n4. **Step 4** - Flag immediate concerns — especially unmet needs in plans — and escalate or fast-track anything urgent before proceeding\n5. **Step 5** - Summarise findings for children and young people with special educational needs, and their families in plain language, agree the next step, and file the intake section of education and health care plans\n\n## Profession-Specific Components\n| Component | Details for Special Educational Needs |\n|-----------|-------------------------------|\n| Core documentation | education and health care plans; individual support plans; assessment reports; review documents |\n| Core tools & equipment | assessment tools; communication aids; tracking systems; multi-agency portals |\n| People involved | children and young people with special educational needs, and their families; the SEN coordinator and specialist teacher; colleagues and other services in mainstream and specialist school settings |\n| Primary record | education and health care plans — keep it current, dated and attributable |\n\n## Output Format\n**Context:** [Situation in mainstream and specialist school settings] | **Objective:** [What this must achieve] | **Audience:** [children and young people with special educational needs, and their families and other stakeholders]\n\nThe finished output is a completed intake record and initial assessment summary, structured as:\n1. Summary of position and evidence\n2. Detail, following the workflow above\n3. Decisions, actions, owners and dates\n4. Review point and escalation route\n\n### Action Plan\n1. **Immediate:** Confirm scope, consent and the evidence available in education and health care plans.\n2. **Short-term:** Complete the workflow steps and record outcomes against plan review timeliness.\n3. **Medium-term:** Review results, close actions, and update local procedures in mainstream and specialist school settings.\n\n## Success Metrics\n| Metric | Target | Method |\n|--------|--------|--------|\n| plan review timeliness | Agree a local target and track the trend | Measured from education and health care plans and reviewed on a set cycle |\n| progress against outcomes | Agree a local target and track the trend | Measured from education and health care plans and reviewed on a set cycle |\n| parent satisfaction | Agree a local target and track the trend | Measured from education and health care plans and reviewed on a set cycle |\n| provision mapping accuracy | Agree a local target and track the trend | Measured from education and health care plans and reviewed on a set cycle |\n\n## Guardrails & Quality Checks\n- Never let this happen: unmet needs in plans.\n- Never let this happen: review deadlines missed.\n- Never let this happen: provision not delivered as specified.\n- Work only within the competence and authority of a SEN coordinator and specialist teacher; escalate or refer anything beyond it.\n- Record facts and observations, not speculation, and keep records confidential to mainstream and specialist school settings's rules.\n- Verify names, dates, figures and measurements twice before anything is issued or signed off.\n- Use only real, verified information from the case in hand — never invent results, credentials or evidence.\n\n## Example (illustrative)\nA SEN coordinator and specialist teacher in mainstream and specialist school settings applies this workflow for children and young people with special educational needs, and their families: they open\neducation and health care plans, work through the five steps using assessment tools, and close by recording\nthe outcome against plan review timeliness and agreeing the next review date. (Illustrative example only —\nreplace with the real details of the case in hand.)\n","# Intake & Initial Assessment — Special Educational Needs\n\nRun a structured intake and initial assessment for children and young people with special educational needs, and their families in mainstream and specialist school settings. The deliverable is a completed intake record and initial assessment summary.\nThis skill is written for a SEN coordinator and specialist teacher working with children and young people with special educational needs, and their families in mainstream and specialist school settings.\n\n## When to use\n- You are a SEN coordinator and specialist teacher preparing, delivering or reviewing this part of your work in mainstream and specialist school settings.\n- You need a defensible, repeatable approach that produces a completed intake record and initial assessment summary.\n- A colleague, auditor or client asks how this was done and what evidence supports it.\n\n## Key Concepts\n| Term | Meaning |\n|------|---------|\n| EHCP | an education, health and care plan for a child with complex needs |\n| Provision | the support and resources provided to meet needs |\n| Annual review | the yearly meeting reviewing a child's plan and progress |\n\n## Workflow\n1. **Step 1** - Confirm identity, consent and the reason for referral or engagement, and open the record that will hold education and health care plans\n2. **Step 2** - Gather history and current circumstances from children and young people with special educational needs, and their families, using the standard intake structure for mainstream and specialist school settings\n3. **Step 3** - Record baseline observations and measurements relevant to plan review timeliness, noting anything that changes the priority of the case\n4. **Step 4** - Flag immediate concerns — especially unmet needs in plans — and escalate or fast-track anything urgent before proceeding\n5. **Step 5** - Summarise findings for children and young people with special educational needs, and their families in plain language, agree the next step, and file the intake section of education and health care plans\n\n## Profession-Specific Components\n| Component | Details for Special Educational Needs |\n|-----------|-------------------------------|\n| Core documentation | education and health care plans; individual support plans; assessment reports; review documents |\n| Core tools & equipment | assessment tools; communication aids; tracking systems; multi-agency portals |\n| People involved | children and young people with special educational needs, and their families; the SEN coordinator and specialist teacher; colleagues and other services in mainstream and specialist school settings |\n| Primary record | education and health care plans — keep it current, dated and attributable |\n\n## Output Format\n**Context:** [Situation in mainstream and specialist school settings] | **Objective:** [What this must achieve] | **Audience:** [children and young people with special educational needs, and their families and other stakeholders]\n\nThe finished output is a completed intake record and initial assessment summary, structured as:\n1. Summary of position and evidence\n2. Detail, following the workflow above\n3. Decisions, actions, owners and dates\n4. Review point and escalation route\n\n### Action Plan\n1. **Immediate:** Confirm scope, consent and the evidence available in education and health care plans.\n2. **Short-term:** Complete the workflow steps and record outcomes against plan review timeliness.\n3. **Medium-term:** Review results, close actions, and update local procedures in mainstream and specialist school settings.\n\n## Success Metrics\n| Metric | Target | Method |\n|--------|--------|--------|\n| plan review timeliness | Agree a local target and track the trend | Measured from education and health care plans and reviewed on a set cycle |\n| progress against outcomes | Agree a local target and track the trend | Measured from education and health care plans and reviewed on a set cycle |\n| parent satisfaction | Agree a local target and track the trend | Measured from education and health care plans and reviewed on a set cycle |\n| provision mapping accuracy | Agree a local target and track the trend | Measured from education and health care plans and reviewed on a set cycle |\n\n## Guardrails & Quality Checks\n- Never let this happen: unmet needs in plans.\n- Never let this happen: review deadlines missed.\n- Never let this happen: provision not delivered as specified.\n- Work only within the competence and authority of a SEN coordinator and specialist teacher; escalate or refer anything beyond it.\n- Record facts and observations, not speculation, and keep records confidential to mainstream and specialist school settings's rules.\n- Verify names, dates, figures and measurements twice before anything is issued or signed off.\n- Use only real, verified information from the case in hand — never invent results, credentials or evidence.\n\n## Example (illustrative)\nA SEN coordinator and specialist teacher in mainstream and specialist school settings applies this workflow for children and young people with special educational needs, and their families: they open\neducation and health care plans, work through the five steps using assessment tools, and close by recording\nthe outcome against plan review timeliness and agreeing the next review date. (Illustrative example only —\nreplace with the real details of the case in hand.)\n",{"name":5,"license":15,"version":41,"category":42,"description":43},1,"Special Educational Needs","Run a structured intake and initial assessment for children and young people with special educational needs, and their families in mainstream and specialist school settings.\nTRIGGERS - Use when a SEN coordinator and specialist teacher needs a intake & initial assessment for children and young people with special educational needs, and their families in mainstream and specialist school settings.\n","main","c605eae5729892d78c0b76dfdd58d3533bb26a91","skills\u002Fspecial-educational-needs-intake-assessment",5,"https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection","https:\u002F\u002Fgithub.com\u002Flionelsimai","www.theaicapitol.com","Founder at The AI Capitol | I help founders turn AI into 10X revenue through systems, not tools. 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Use when a youth worker needs a troubleshooting & problem solving for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-troubleshooting-guide\u002FSKILL.md",[],[75,76,77,78,79,80,35,81,24,82,30,31,32,83,34,84,85,86],"youth work troubleshooting guide","work","troubleshooting","troubleshooting guide","guide","problem solving","outreach","common","worker","diagnose","problem","communities",{"skillNo":88,"name":89,"nameZh":6,"description":90,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":91,"categories":92,"keywords":93,"publishedAt":36},"01M71E7R3YHK4RAQVCRPB4CTXN","youth-work-tools-equipment-checklist","Select, check and maintain the tools and equipment a youth worker relies on.\nTRIGGERS - Use when a youth worker needs a tools & equipment checklist for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-tools-equipment-checklist\u002FSKILL.md",[],[94,76,95,96,30,31,32,97,83,34,98,35,86,99,81,24],"youth work tools equipment checklist","checklist","Tools","maintain","select","check",{"skillNo":101,"name":102,"nameZh":6,"description":103,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":104,"categories":105,"keywords":106,"publishedAt":36},"01M71E7NX1BMFEFBH01KCRJDEP","youth-work-supplies-procurement","Specify, source and manage the supplies and materials used in youth centres, schools and outreach settings.\nTRIGGERS - Use when a youth worker needs a supplies & procurement for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-supplies-procurement\u002FSKILL.md",[],[107,108,76,109,110,81,24,31,32,83,34,111,112,35,86,30],"procurement","youth work supplies procurement","materials","source","specify","manage",{"skillNo":114,"name":115,"nameZh":6,"description":116,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":117,"categories":118,"keywords":124,"publishedAt":36},"01M71E7JVFP6P96GAT2VT9JY0D","youth-work-stakeholder-presentation","Present youth worker findings and proposals to decision-makers and stakeholders.\nTRIGGERS - Use when a youth worker needs a stakeholder presentation for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-stakeholder-presentation\u002FSKILL.md",[119],{"categoryNo":120,"categoryName":121,"taxonomyType":122,"taxonomyTypeDesc":123},"01JBSEEDCAT000000000000003","演示文稿","SCENARIO","使用场景",[125,76,126,127,35,128,86,34,129,81,24,30,31,32,83],"youth work stakeholder presentation","presentation","decision","proposals","present",{"skillNo":131,"name":132,"nameZh":6,"description":133,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":134,"categories":135,"keywords":136,"publishedAt":36},"01M71E7GE5VA1RG4XEM2GAZRFY","youth-work-session-delivery","Prepare for and deliver a professional session or appointment for young people and their communities in youth centres, schools and outreach settings.\nTRIGGERS - Use when a youth worker needs a session delivery guide for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-session-delivery\u002FSKILL.md",[],[137,138,139,76,140,24,79,141,81,30,31,32,83,34,35,142,143,86],"delivery","work session","session","youth work session delivery","prepare","professional","deliver",{"skillNo":145,"name":146,"nameZh":6,"description":147,"descriptionZh":6,"repositoryFullName":8,"ownerLogin":9,"ownerAvatarUrl":10,"ownerAccountNo":11,"ownerDisplayName":12,"repositoryNo":13,"starsCount":14,"licenseSpdxId":15,"licenseFileUrl":6,"sourceHtmlUrl":148,"categories":149,"keywords":153,"publishedAt":36},"01M71E7DQSMY2ZW1BF3A1Z0VJM","youth-work-service-plan","Design a realistic, measurable service plan for young people and their communities as a youth worker.\nTRIGGERS - Use when a youth worker needs a service plan design for young people and their communities in youth centres, schools and outreach settings.","https:\u002F\u002Fgithub.com\u002Flionelsimai\u002Fclaude-skills-collection\u002Fblob\u002Fmain\u002Fskills\u002Fyouth-work-service-plan\u002FSKILL.md",[150],{"categoryNo":151,"categoryName":152,"taxonomyType":122,"taxonomyTypeDesc":123},"01JBSEEDCAT000000000000015","视觉设计",[76,154,155,156,35,34,83,157,158,86,24,81,31,32,30],"service","plan","youth work service plan","design","as"]