SEND Support in School: a parent guide

When a child is struggling at school, parents are often told to “speak to the SENCO” — but it is not always clear what that means or what support can look like.

This guide explains SEN Support in plain English, how schools should identify and respond to needs, and how you can work with school without needing to have all the answers first.

SEN, SEND and SEN Support: what do they mean?

SEN means special educational needs. In England, a child or young person has SEN if they have a learning difficulty or disability that calls for special educational provision.

Put simply, this means they may need support that is additional to, or different from, what is normally available to other children of the same age.

SEND is the wider term: special educational needs and disabilities.

SEN Support is the support a school puts in place for a pupil with SEN who does not have an Education, Health and Care Plan (EHCP).

A child does not need an autism, ADHD, anxiety or other formal diagnosis before a school can notice needs and consider support.

When might SEN Support be worth discussing?

Every child is different. You might want to speak with school if your child is finding it difficult to access learning, take part in school life or manage the school day because of:

• anxiety, panic or emotional distress
• sensory differences or overwhelm
• communication or social interaction differences
• concentration, organisation or working-memory difficulties
• reading, writing, processing or learning difficulties
• physical or health needs
• exhaustion, shutdowns or difficulty with transitions
• distress that is affecting attendance or participation

This is not about labelling a child. It is about understanding what is getting in the way and what could make school more accessible.

Start by talking to the SENCO

The SENCO is the school’s Special Educational Needs Co-ordinator. Their role includes coordinating SEN provision and supporting staff to meet pupils’ needs.

You can ask school who the SENCO is and request a conversation or meeting.

“We are concerned that our child is finding parts of school difficult and would like to understand whether SEN Support should be considered. Could we meet to discuss the barriers, what school is noticing and what support could be tried?”

It can help to take a few brief notes about what your child is finding hard, when it tends to happen, the impact at home and at school, what helps even a little, and your child’s own views.

England: the statutory framework

This section applies to England.

The Children and Families Act 2014 says that the responsible body of a maintained school, academy school or alternative provision academy must use its best endeavours to make sure a child with SEN gets the special educational provision they need.

The SEND Code of Practice is statutory guidance. Schools, local authorities and other listed bodies must have regard to it.

The Code says schools should identify and address the SEN of the pupils they support. Where a pupil is identified as having SEN, the school should take action to remove barriers to learning and put effective special educational provision in place.

It also says that parents should be formally told when the school is making special educational provision for their child.

This does not mean every difficulty automatically means a child has SEN, or that every child needs the same kind of plan. Support should be based on the individual child’s needs and reviewed in the light of what is helping.

The graduated approach: Assess, Plan, Do, Review

SEN Support should follow a cycle called the graduated approach.

Assess

School gathers a fuller picture of your child’s strengths, needs, progress and barriers. This may include staff observations, your child’s views, your observations, previous support, attendance patterns and advice from relevant professionals where appropriate.

Plan

School, parents and the child should agree the outcomes they are working towards, the support to be provided and when it will be reviewed.

Ask for this to be clear and practical: what difficulty is being reduced, what support will be tried, who is responsible, how will everyone know whether it is helping, and when will you meet again?

Do

The agreed support is put in place. The class or subject teacher remains responsible for your child’s progress, even where other staff are involved. The SENCO may advise or coordinate support.

Review

The school checks whether the support is helping and adapts it where needed.

The SEND Code says schools should meet parents at least three times each year to set clear outcomes, review progress and plan next steps. More frequent contact may be helpful when a child is in significant distress or the situation is changing quickly.

The cycle is not meant to be a one-off form. It should help school build a better understanding of what helps your child access learning and feel safer at school.

What SEN Support can look like

There is no single list that will suit every child. Depending on need, school might consider:

• a named trusted adult or regular check-in
• support with transitions, arrival, break or lunch
• a quieter way to enter school or move between lessons
• sensory adjustments, such as seating, movement breaks or access to a calmer space
• visual schedules, clear instructions or help to organise work
• adjustments to classwork, homework or how learning is presented
• social, pastoral or emotional support
• targeted help with literacy, numeracy, communication or motor skills
• advice from relevant specialists where appropriate

These are examples, not guarantees. The important question is whether the support is matched to your child’s needs, realistic to deliver and reviewed.

Your child’s views matter

Your child may find it hard to explain what they need in a meeting. They might communicate more easily through a short note, a drawing, a list of worries, a trusted adult or by answering simple questions at home.

• What is the hardest part of the school day?
• Is there a place, lesson or time that feels safer?
• What helps adults understand when things are getting too much?
• What would make tomorrow feel even slightly easier?

You do not need to make your child share more than they are ready to. Even small pieces of information can help shape a better plan.

If school says your child is “fine”

Children can mask distress, hold things together at school or find it difficult to ask for help. A child appearing settled in class does not mean the distress you see at home is unimportant.

“I understand school may be seeing a different picture. At home, we are seeing significant distress and recovery time. Could we look at both pictures together and agree what we can monitor or try?”

The aim is not to prove anyone wrong. It is to build the fullest possible understanding of your child.

If support is not helping

Ask for a review rather than waiting for things to worsen. It can help to request that the SENCO is involved and ask what has been tried, for how long, what difference it has made and what barriers remain.

An EHCP is not the starting point for every child. It may be considered where a child has, or may have, SEN and it may be necessary for special educational provision to be made through an EHC plan.

What you can do next

Frequently asked questions

Does my child need a diagnosis before school can provide SEN Support?

No. School can identify needs and put support in place without a formal diagnosis.

Is SEN Support the same as an EHCP?

No. SEN Support is the support available through school for pupils with SEN who do not have an EHCP. An EHCP is for children and young people who need more support than is available through SEN Support.

Can I ask for SEN Support?

Yes. You can raise concerns with the SENCO or school, ask what support is already in place and request a discussion about your child’s needs. The school decides how to identify and make provision, but your views and your child’s views should be part of the conversation.

What if my child’s needs are affecting attendance?

Ask the school to consider attendance, wellbeing and SEND together. Read our guide: When a child is struggling to attend school.

Related Little Big Minds guidance

• School distress: when school feels too hard
• When a child is struggling to attend school
• When attendance is not the whole answer
• Autism in school
• Your child holds it together at school—then falls apart at home
• When a child says “I don’t know”

Further official information

• SEND Code of Practice: 0 to 25 years
• GOV.UK: SEND overview
• Children and Families Act 2014, section 66
• GOV.UK: EHC plans and extra help

This is general information rather than individual legal advice. Circumstances differ, so check current official guidance or seek specialist advice where needed.