SEN Support: what should parents expect from school?

The graduated approach

The SEND Code describes SEN Support as a four-part cycle: assess, plan, do and review. Each cycle should build a better understanding of the pupil’s needs, what support helps and what progress is being made.

The class or subject teacher remains responsible for working with the pupil on a daily basis, even when teaching assistants or specialist staff deliver parts of the intervention.

What parents should know

• When the school decides to provide SEN Support, parents must be formally notified. The teacher and SENCO should agree the adjustments, interventions and support with the parent and pupil, along with the expected impact and a clear review date.
• Parents should be aware of the planned support. The SEND Code says schools should meet parents of pupils receiving SEN Support at least three times each year to set and review outcomes and discuss support.

What should be recorded

• The school should record the additional or different provision made under SEN Support and keep information about the pupil’s needs, outcomes, teaching strategies, specialist involvement and impact up to date.
• The outcome, actions and support agreed in discussions should be recorded and a copy given to parents.

Questions to ask school

• What needs have been identified and what evidence is that based on?
• What support is being provided, by whom, how often and for what outcome?
• When will it be reviewed and what measure will show whether it is helping?
• What has changed after previous assess-plan-do-review cycles?
• If progress remains limited, what specialist advice or next step is being considered?