What to expect from school if your child has Special Educational Needs (SEN )
Every child deserves an education that meets their individual needs. Schools and colleges are required to adapt their teaching to ensure all pupils can access the curriculum. For some children, additional support—beyond what is normally provided—may be needed to help them make progress. This level of support is called SEN Support and is funded through a school’s notional SEN budget, which allocates up to £6,000 per child.
What Does the Law Say?
The SEND Code of Practice (2015) states that:
“High-quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people. Some children and young people need educational provision that is additional to or different from this. This is special educational provision under Section 21 of the Children and Families Act 2014.”
Schools must use their best efforts to provide the support children with SEND need, removing barriers to learning and putting effective special educational provision in place.
In Shropshire, where children have been identified as having special educational needs (SEN), early years settings, schools, and colleges should adjust their approach to provide a personalised and differentiated curriculum. This includes identifying any additional targeted support and intervention, known as SEN support. More details can be found here.
If your child has been identified as having SEN, the school must:
- Inform you about the support being provided.
- Involve you in decisions about your child’s education.
- Involve the school’s Special Educational Needs Coordinator (SENCo).
Your child's setting may have a duty to do their best to secure SEN provision for your child. Find out more about the Best Endeavours Duty here
The Graduated Approach
This process is guided by the graduated approach, a cycle of:
1.
Assess
A comprehensive and holistic assessment is key to identifying the specific needs of a child. This ensures that the most suitable and effective interventions can be put in place. Assessments can be carried out by school staff, such as for dyslexia or early help using tools like the 'Family Webstar,' or may involve external agencies, such as educational psychologists, specialist outreach support, or the Sensory Inclusion Service.
2.
Plan
Once the barriers to learning are clearly identified, the most effective interventions can be planned. Teachers and the SENCo should work together, in consultation with the pupil and their family, to agree on the necessary adjustments, interventions, and support. All teachers and support staff working with the pupil should understand their needs, the desired outcomes, the support provided, and any required teaching strategies or approaches.
3.
Do
The class or subject teacher remains responsible for the pupil on a daily basis. If interventions involve group or 1:1 teaching outside the main class, the class teacher should still retain responsibility. They should collaborate closely with any teaching assistants (TAs) to plan, implement, and assess the effectiveness of the interventions, ensuring these are integrated into regular classroom teaching. The SENCo should be there to support the class teacher and offer guidance on effective implementation of support.
4.
Review
The impact and quality of the support and interventions should be regularly reviewed, considering the perspectives of both the parent and the pupil. The class teacher, working with the SENCo, should assess the pupil’s progress and adjust the support accordingly to ensure it continues to meet their needs and promote further development.
Your child’s support plan should include clear goals (short-term outcomes), the provision to meet these goals, and details of who will provide the support.
You should be given a copy of this plan and invited to regular review meetings—ideally at least once a term. Don’t hesitate to ask for updates or to schedule reviews.
Find the Shropshire provision for SEND Guide here
Download a template letter to request a SEN support plan here
Working with the School
Schools are expected to support children with a wide range of needs, including:
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Communication and interaction (e.g. speech, language or social communication difficulties)
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Cognition and learning (e.g. difficulties with reading, writing, memory, or learning new skills)
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Social, emotional and mental health (e.g. anxiety, low mood, behaviour struggles)
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Sensory and/or physical needs (e.g. vision or hearing impairments, physical conditions)
Your child may have needs in more than one of these areas.
If further support is needed
If your child isn’t making expected progress despite receiving SEN support, the school may seek advice from specialists like a Learning Support Advisory Teacher (LSAT) or Educational Psychologist (EP). These professionals can carry out assessments and recommend tailored interventions to help your child.
Next steps beyond SEN support
For most children with SEND, the support provided through SEN Support is sufficient to meet their needs. However, if your child continues to face challenges despite a high level of intervention, the school may:
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Request additional funding from the Local Authority through the Graduated Support Pathway, or
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Request an Education, Health, and Care Needs Assessment to explore whether an EHCP is needed.
If you think this might apply to your child, discuss your concerns with the school or contact us for advice and support.