Working with your school: SEN support and EHCPs

Working with school can start with one shared question: what will help your child take part, learn and feel supported? This guide helps you prepare that conversation, whether you have a constructive relationship already or there are things you disagree about.

Only have five minutes? Write down one concern, one thing that helps and one question for the teacher or SENCO. Use those to request a conversation. You do not need to complete a pack first.

Download the editable school collaboration plan. Copy the sections you need into a notes app or word processor. Keep completed records privately; they are not submitted to InclusiveGrid.

1. Prepare a shared starting point

The SENCO is the special educational needs co-ordinator. In England, you can speak to the teacher or SENCO about additional support your child needs. GOV.UK explains SEN support at school.

Choose two or three priorities for the meeting. Include your child’s strengths, interests and what they want adults to understand, using their preferred way of communicating. Ask for an agenda, written questions or breaks if these help you take part.

Use the SENCO meeting checklist for preparation prompts and questions.

2. Bring home and school observations together

Share a few dated examples of difficulties and what helped. Ask school what they see during lessons, breaks, transitions and other parts of the day. Record who observed each example and in which setting.

Home and school may see different things. Explore the differences without assuming either account is wrong or deciding the cause in advance. Ask what further observation might help everyone understand your child’s experience.

Gather the support plan and relevant reports you already have. For each support tried, ask what was provided, how often, for how long and what changed. Include progress as well as unmet needs. The support-before-diagnosis toolkit includes an observations diary and support review tracker.

3. Discuss an EHC needs assessment

An assessment is a process for considering needs and support; it is not the same as having an EHCP. If you think your child needs an EHC plan, you can ask the local authority for an assessment yourself. School agreement is not a prerequisite for making your request. Read GOV.UK’s assessment guidance.

Useful questions for school include:

• What needs remain unmet, and what does the evidence show?
• What support has been tried and what difference has it made?
• What information can school contribute to an assessment request?
• Who will gather each item, and when will it be shared?
• What support will we agree and review while the request is being considered?

School contributes information about your child’s education; the local authority makes the assessment and plan decisions. Keep a record of what has actually been submitted and to whom. Use What is an EHCP? for an introduction and IPSEA’s assessment guidance for specialist information.

4. Turn the meeting into clear actions

For each action, record the person responsible, a start or completion date and how you will check its effect. Agree a contact person and a manageable way to communicate between meetings.

You can adapt this follow-up:

Thank you for meeting on [date]. We discussed [priorities] and heard [child’s views]. My understanding is that [person] will [action] by [date]. We will review [support] on [date], using [observations or information]. We still need to clarify [question]. Please let me know if I have misunderstood anything.

An agreed follow-up date is not a replacement for a formal deadline. Keep decision letters and their dates separately in your SEND paper trail.

5. Prepare for a support or EHCP review

Before the meeting, ask for the current plan and the information you will be discussing. Note what is working, what has changed and where support appears to be missing or unclear. Bring your child’s views and questions about their next stage of education.

For an EHCP discussion, compare the support described in the plan with what you understand is happening. Ask school to explain any differences. Record proposed changes and who will take them forward; do not assume a meeting discussion means the local authority has amended the plan.

The downloadable plan is a preparation aid, not the formal annual review paperwork or a complete guide to that process.

6. If you disagree

Write down the point of disagreement, each person’s account and the information that may help clarify it. Ask for factual inaccuracies to be corrected and for unanswered questions to receive a written response. Do not record agreement where there is none.

You can keep communicating constructively while seeking independent advice. For questions about a refusal, provision, a complaint or an appeal deadline, contact your local SENDIASS or IPSEA. Informal discussions should not delay getting advice about a formal decision.

Help preparing your next conversation

InclusiveGrid’s navigation sessions can help you organise observations, prepare school questions and identify practical next steps. These sessions support your preparation; they do not provide legal advice or representation.

This guide covers England. Guidance links checked on 28 September 2026.