Begin with the barrier to participation

Start by describing what your child finds difficult and when it happens. Useful examples might include following several spoken instructions, recording ideas, coping with a noisy room or joining group work. Include strengths and situations in which the same task goes better. This gives staff something concrete to investigate.

A label alone cannot explain the support a child needs. Ask what can be adjusted now and what further information would help. Keep a small record of relevant work, communications and observations, but avoid turning every evening into an assessment. The aim is a clearer picture of learning and participation across settings.

Talk to the teacher and SENCO

The class teacher or tutor is often the first contact. The special educational needs coordinator, usually called the SENCO, helps coordinate the school’s approach. Request a meeting with a clear purpose and share your main questions in advance if that makes the discussion easier.

Ask how the school identifies needs, what it has already tried and how it will involve your child. Find the school’s SEN information report and the local authority’s Local Offer for an outline of provision and support services. Those documents help you prepare, but they should not replace a discussion about the individual child.

Understand SEN support

SEN support is help provided through the school’s arrangements. It may involve adapting teaching, targeted practice, specialist advice or support with communication and participation. A useful plan records the intended outcome, the provision, who is responsible and when it will be reviewed.

Ask for the support to be described specifically enough that everyone understands it. For example, clarify what an activity involves, how often it happens and how the teacher will tell whether it is helping. Progress may include greater independence, communication or access to learning as well as curriculum attainment.

Know what an EHC assessment is for

An education, health and care plan, often called an EHCP, sets out needs and provision where support through the statutory process is required. Parents can ask the local authority for an EHC needs assessment. Requesting an assessment does not automatically result in a plan; the authority must consider the relevant evidence and legal tests.

If an assessment is underway, keep copies of requests, decisions and professional advice. Read draft wording carefully and ask for clarification where provision is vague. Check the current process, deadlines and rights attached to the specific decision. Do not assume that a diagnosis alone guarantees a plan, or that useful school support must wait until one is issued.

Review whether the help is working

Agree a review date and a manageable way to gather evidence. Ask the child what has become easier and what remains difficult. Teachers can explain changes in work, confidence, independence or participation. A support activity being delivered is not, by itself, proof that it is meeting the intended need.

If progress is limited, discuss why before simply repeating the same plan. The goal may need adjusting, the provision may need changing, or a different barrier may have become apparent. Record the revised action and who will follow it through. Include transitions between classes, schools or stages in planning rather than leaving them to the final weeks.

Get advice when a disagreement persists

If you disagree about school support, start with the SENCO and leadership team, using the school’s procedure where appropriate. Local information, advice and support services can help families understand the process. Decisions about EHC assessments or plans have specific challenge and appeal routes that differ from a general school complaint.

Keep records factual and focus on the child’s needs and provision. Ask for decisions and reasons in writing. Support planning can involve several organisations, so identify who coordinates each action. The practical aim is an education in which your child can learn, belong and develop their strengths, with a plan that adults understand and review.

Your quick checklist

  • Describe specific barriers and your child’s strengths.
  • Meet the teacher and SENCO.
  • Ask for clear outcomes, provision and responsibilities.
  • Keep key decisions and review dates.
  • Use the correct advice or appeal route for the issue.
More tools for your family

Common questions

Does every child with SEN need an EHCP?

No. Many children receive support through the school’s SEN arrangements. An EHC needs assessment considers whether a statutory plan is necessary.

Can a parent request an EHC needs assessment?

Yes. A parent can request an assessment from the local authority. Keep a copy and ask how the authority will communicate its decision.

Is SEND the same system throughout the UK?

No. England uses SEN support and EHC plans; the other UK nations have their own terminology, duties and processes.

Sources & checking

This guide was checked against the publications below. They are listed by name so you can identify the underlying guidance. Arrangements can change, and the school or relevant education authority can confirm what applies to your child.

  • Department for Education — Special educational needs support
  • Department for Education — Extra help for children with special educational needs
  • UK Government — Disability rights: education

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