Starting school with SEND: What parents need to know
Identifying your child’s potential needs
Every child develops at their own pace, but if you have concerns about your child’s learning, communication, social skills or behaviour, it may be helpful to explore whether they have additional needs. Early identification is key to getting the right support.
Signs to look out for
- Difficulty with communication or understanding instructions
- Challenges in making friends or struggling with social interactions
- Sensory sensitivities, such as reacting strongly to noise or textures
- Struggles with concentration or managing emotions
- Delays in speech, movement or other developmental milestones
If you have concerns, speak to your child’s teacher, GP or a specialist for advice.
Every child’s journey is unique, and support is available at every step. Whether you are just starting to explore SEND needs or are navigating an EHC plan, remember that you are not alone. Reach out, ask questions and make use of the resources available.
Getting to know your school
Image: Primary school-age children on a walking trip
If you suspect your child may need extra help, it’s important to engage with the school early. Schools have a range of staff and resources to support children with SEND.
Who to contact
- Class teacher — Your first point of contact who can share observations and discuss concerns
- SEND coordinator (SENCO) — A specialist staff member responsible for SEND provision
- Pastoral support or inclusion team — Some schools have additional staff who provide emotional and social support
Steps to take
- Arrange a meeting with your child’s teacher or SENCO
- Discuss your child’s strengths, challenges and any support strategies they need
- Work with the school to put a plan in place, such as an Individual Support Plan (ISP) or an Education, Health and Care (EHC) plan
SEND Support roles in the United Kingdom
The titles for professionals who support children with special educational needs and disabilities (SEND) vary across the four nations. We use the term SENCO (Special Educational Needs Coordinator) throughout our SEND Support Hub, but the terminology might differ in your child’s school.
Special Educational Needs Coordinator (SENCO)
A qualified teacher responsible for overseeing the provision for pupils with special educational needs within a school. Sometimes also called the Special Educational Needs and Disabilities Coordinator (SENDCO)
Special Educational Needs (SEN) teaching assistant
Supports teachers in assisting children with disabilities and special educational needs.
Additional Support for Learning (ASL) teacher
A qualified teacher responsible for overseeing the provision for pupils with special educational needs within a school.
Pupil Support Assistant (PSA)
Staff members who assist in supporting pupils with additional support needs.
Additional Support Needs (ASN) assistant
Like PSAs, they support children requiring additional assistance in their education.
Co-ordinated Support Plan (CSP)
In Scotland, a legal plan for children with complex or multiple needs is called a Co-ordinated Support Plan (CSP).
Additional Learning Needs Co-ordinator (ALNCO)
A qualified teacher responsible for overseeing the provision for pupils with special educational needs within a school.
Additional Learning Needs (ALN) teacher or Additional Support for Learning (ASL) teacher:
Educators who work with pupils needing extra support in their learning.
Learning Support Assistant
Professionals who help children and young people requiring special support to maximise their educational experience.
Statement of special educational needs
A legal plan for children with complex or multiple needs. This is a legal document which sets out your child’s special educational needs and the additional help that will be given to meet those needs. The local authority is responsible for ensuring that all the educational help in the statement is provided.
Learning Support Co-ordinator (LSC)
A qualified teacher responsible for overseeing the provision for pupils with special educational needs within a school.
Classroom Assistant (SEN):
Assistants who support teachers in managing pupils with special educational needs, including addressing personal care needs when appropriate.
Understanding the Education, Health and Care (EHC) plan process
For children with significant needs, an EHC plan may be needed. This is a legal document outlining the child’s needs and the support required.
Steps to apply for an EHC plan:
- Speak to your child’s school or SENCO about your concerns
- Request an EHC plan assessment through your local authority
- The local authority will gather evidence from parents, teachers and professionals
- If approved, an EHC plan will be created detailing the support your child needs
Visit your local council’s website for more information on the EHC plan process.
Dealing with issues at school
Image: Primary school-age children playing in a field
If your child is struggling at school, you’re not alone. Many parents face similar challenges, and support is available.
Ways to get help:
Parent networks
Connecting with other parents can provide emotional support and practical advice.
Local SEND charities
Many organisations offer guidance, workshops and advocacy services.
Educational psychologists
They can assess your child’s needs and recommend strategies.
Mediation services
If you disagree with the school or local authority, mediation can help resolve disputes.
Top tips to help your child with SEND start reception
Communicate with the school
Reach out to the school’s SENDCO (Special Educational Needs and Disabilities Coordinator) as soon as your child has a school place. Discuss your child’s strengths, challenges and any provisions they may need. Sharing information early helps staff prepare for their arrival and ensures the right support is in place from day one.
Visit the school together
If possible, arrange visits before the term starts. This allows your child to familiarise themselves with the new environment, meet key staff and build confidence. Visual aids, such as photos of classrooms and staff, can also help with preparation at home.
Understand your child’s rights
Schools in the UK are required to make reasonable adjustments to support children with SEND. If your child has an EHC plan, ensure you understand its provisions and how they will be implemented in school. If they do not have an EHC plan but require additional support, discuss available interventions with the school.
Build a relationship with staff
A positive relationship with your child’s teacher and support staff can make a huge difference. Keep communication open and work collaboratively with the school to address any concerns that arise.
Prepare for change
Transitions can be challenging, so introducing a structured routine at home can help. Practising getting dressed, carrying a school bag or following a daily schedule can ease anxiety and build independence.
Supporting your child with the changes ahead
Image: Primary school-age children on a walk in a forest
Transitions can be challenging for children with SEND. Our free downloadable resources are designed to make school routines easier to navigate and provide support at home and in the classroom.
SEND support directory
Our SEND support directory is here to help parents and carers navigate available resources, services and expert guidance. From identifying your child’s needs to accessing the right support in school, this directory connects you with key organisations, local services and practical tools to ensure your child thrives. Whether you’re exploring EHC plans or seeking peer support, you can start your journey with the right information at your fingertips.
