Can school provide SEND support before a diagnosis?

What the SEND Code focuses on

The legal definition of SEN is about whether a learning difficulty or disability calls for special educational provision. It is not framed around having a particular diagnostic label.

The Code stresses early identification. When a pupil is identified as having SEN, the school should take action to remove barriers to learning and put effective provision in place through the graduated approach.

What school can do while assessment or diagnosis is pending

• Gather observations and progress information from teachers and parents.
• Use assess-plan-do-review to test and refine support.
• Put reasonable classroom strategies, targeted teaching or interventions in place based on identified needs.
• Seek specialist advice where the pupil is still not making expected progress and the parents agree to the involvement of outside professionals.

A diagnosis is not the same as SEN

Not every child with a medical or developmental diagnosis will necessarily need special educational provision, and not every child with SEN will have a diagnosis. The question for SEN Support is what learning difficulty or disability is present and what additional or different educational provision is required.

What to ask school today

• What difficulties are you seeing and what evidence are you using to assess them?
• What support can start now rather than waiting for a diagnostic appointment?
• What outcome are we trying to achieve and when will the support be reviewed?
• Would specialist educational, health or other advice help clarify the child’s needs?