Supporting your child

For two to four weeks, note the setting, demand, signs of strain, what happened and what helped.

Include strengths, interests, communication preferences and successful conditions—not only problems.

Choose immediate low-risk supports: clearer instructions, visual steps, preparation for change, sensory breaks, reduced task size or a predictable recovery space.

Review whether each adjustment actually reduces distress or improves participation. Keep what helps; change what does not.

Speak to the teacher, key person or SENCO and use the official SEN support guidance.

Share a small number of concrete examples and ask what the setting sees. Agree the support, intended outcome, responsible person and review date in writing.

Ask how the child will be involved in decisions and how information will be shared between staff.

The broader SEND overview explains SEN support, EHC plans and local advice services.

For possible autism, parents can speak to a GP, health visitor or the school or nursery SENCO about referral.

The NHS signs of autism in children guidance explains who to contact.

For possible ADHD, the NHS recommends discussing concerns with a teacher or SENCO and speaking to a GP where concerns continue or more support is needed; read ADHD in children and young people.

Referral pathways vary locally. Ask who is referring, which service receives it, what information is required and how you will know it has been accepted.

Do not pause school or home support while waiting for assessment.

Keep the plan simple and consistent across adults. Prepare for predictable pressure points such as mornings, transitions, homework, busy environments and recovery after school.

If the child’s wellbeing, attendance or safety is worsening, tell the relevant school and health professionals promptly rather than waiting for the routine appointment.

Keep a dated record of support tried, responses, referrals and significant changes. This helps later reviews without turning family life into constant surveillance.

Ask for the written report and an explanation the child can understand.

Identify recommendations for home, education, health and communication. Decide who will take each action and by when.

Share relevant information with the child’s consent and involvement where appropriate. A diagnosis can inform support, but individual needs and preferences still lead the plan.

If no diagnosis is given, ask what needs were identified, what alternative explanations are being considered and what support remains available.

Set a review date and ask: what is easier, what remains inaccessible, and what new demand is approaching?

If SEN support is not enough, discuss an EHC needs assessment. Parents and carers can ask the local authority directly as well as discussing it with the setting.

The official education guidance for disabled children explains reasonable adjustments and EHC needs assessments.

Before a change of class, school, college or service, create a short transition plan covering visits, information transfer, communication, sensory needs and the first review after the move.