Begin with a clear description of need

Write down what your child finds difficult, where it happens and what makes it easier. Include communication, learning, independence and participation, as well as strengths and interests. A specific account helps the school investigate a concern more effectively than a broad statement that a child is struggling.

Ask your child what they would like adults to understand. They may identify a problem with a noisy space, unclear instructions or a change in routine that is not obvious from a report. Keep important examples and professional information together, but concentrate on material that explains the educational need.

Work with the teacher and SENCO

Talk to the class teacher and special educational needs coordinator. Ask what support is already being provided, how it is recorded and how progress will be reviewed. Schools may refer to an individual education plan or personal learning plan; clarify the document used and what it means for daily provision.

Northern Ireland’s SEN framework has been undergoing change. Avoid assuming that an older description of stages is still the correct guide to the current process. Ask the school to explain the arrangements it is using, the next decision point and which Education Authority services may be involved.

Understand statutory assessment

A statutory assessment is a formal consideration of a child’s needs and the support required. The Education Authority decides whether to assess and, following assessment, whether a statement is necessary. A referral does not automatically lead to either an assessment or a statement.

Parents can ask the EA about making a request. Keep copies of the request, acknowledgement and decisions. Find out what information is needed and who is coordinating the case. While the process is considered, discuss continuing school support rather than treating the assessment as a reason for provision to pause.

Read a proposed statement carefully

A statement records the child’s special educational needs and the provision required. When a proposed statement is issued, read it alongside the advice used in the assessment. Check whether it reflects the child’s needs and whether the support is described clearly enough to understand.

Ask about any wording that seems vague or inconsistent. Note the deadline for comments and the process for expressing a school preference. A preference is important but does not itself guarantee a particular place. Keep a record of your response and discuss questions with the named EA officer.

Keep school placement and support connected

Children with a final statement follow a different placement route from the general admissions process. If an assessment is still underway and no final statement is in place, check the EA’s advice about applying for and accepting a general admissions place. Do not assume that an assessment removes the need to complete an application.

When a move is planned, ask how support information will reach the new setting and who will prepare the child. Visits, a clear routine and an introduction to key staff may help. Confirm transport, accessibility and personal arrangements separately rather than assuming they follow automatically from the school name.

Use reviews to improve the plan

At a review, look at both delivery and effect: is the planned support happening, and is it enabling the child to learn and participate? Gather views from the child, family and staff. Ask what should stay, what should change and who will act before the next review.

If you disagree with a decision, ask for written reasons and the relevant resolution or appeal route, including time limits. Northern Ireland has its own processes; England’s EHCP procedures should not be substituted. A concise record of needs, decisions and outcomes helps keep the discussion focused on an effective education for the child.

Your quick checklist

  • Share specific examples and your child’s views.
  • Ask the SENCO to explain the current support plan.
  • Keep assessment requests and decisions together.
  • Check proposed-statement response deadlines.
  • Confirm the correct admissions or placement route.
More tools for your family

Common questions

Does a statutory assessment always produce a statement?

No. The Education Authority considers the evidence and decides whether a statement is required.

Should I apply for a school place while assessment is ongoing?

Check the EA’s current instructions. Its family guidance says families without a confirmed statement should still use general admissions and accept the offered place while assessment continues.

Is a Northern Ireland statement the same document as an English EHCP?

No. They are part of different systems. If moving between countries, contact the receiving authority early about assessment, support and placement.

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.

  • Education Authority Northern Ireland — SEN information for families: your questions answered
  • Education Authority Northern Ireland — Making a referral for consideration of statutory assessment

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