SEN Support in Mainstream Schools: A Parent's Guide to What Schools Must Do

The school has told you they're putting your child on the "SEN Register" or providing "SEN Support." But what does that actually mean? Are they just monitoring, or should real help be happening right now?

This is the question most parents are left with — and the honest answer is: real help should be happening. SEN Support isn't a waiting room. It's a formal stage with legal teeth, governed by the SEND Code of Practice. It's also, critically, the stage that comes before an Education, Health and Care Plan (EHCP). Understanding it properly — what schools must do, what you can ask for, and how to track it — is one of the most important things you can do for your child right now.

This guide explains it all in plain English, written by a Kent parent who's been through it.

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What Exactly Is "SEN Support"?

SEN Support is the help a school must provide from its own existing budget when a child has been identified as having special educational needs. It sits below the EHCP level but above ordinary classroom differentiation.

Here's the legal backbone: under the SEND Code of Practice 2015, a child is considered to have SEN if they have "a learning difficulty or disability which calls for special educational provision to be made." Once identified, the school has a duty to provide support that is "different from or additional to" what other pupils receive. That phrase matters — it's not just a tweak to how they teach the whole class. It's something specifically arranged for your child.

SEN Support is not optional. It's not a favour the school is doing you. It is a formal stage with defined expectations around assessment, planning, delivery, and review.

It also does not require a diagnosis. A child doesn't need an autism assessment or a dyslexia report to receive SEN Support. If the school can see the child is struggling and that struggle is linked to a special educational need, they have a duty to act.

What it does not guarantee is a teaching assistant glued to your child's side. SEN Support covers a range of adjustments, strategies, and interventions — some subtle, some more intensive. What matters is that they're targeted, documented, and reviewed.

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What Must the School Actually Do? The APDR Cycle

The SEND Code of Practice requires schools to follow a structured process called the Graduated Approach, commonly broken down into four stages: Assess, Plan, Do, Review — often shortened to APDR.

If your school isn't doing this, they're not meeting their legal obligations. Here's what each stage should look like in practice.

Assess

The SENCO (Special Educational Needs Co-ordinator) and class teacher work together to identify your child's specific needs. This isn't just "we think they're struggling in class." It should be a proper look at:

• Academic progress and attainment data
• Views from the teacher and any previous teachers
• Your views as a parent — these are legally required to be included
• Your child's own views (particularly important as children get older)
• Any relevant assessments — for example, if sensory processing is a concern, an occupational therapy referral may be appropriate

Plan

Once needs are identified, a plan is drawn up. You may hear it called an IEP (Individual Education Plan), a SEN Support Plan, or a Provision Map. The terminology varies between schools — what matters is that it exists, it's specific, and you've been involved in agreeing it.

A good plan should include:

• Specific, measurable targets for your child
• Which interventions will be used (and how often)
• Who is responsible for delivering them
• A review date (at least termly)

You must be consulted before the plan is finalised. This isn't optional. If the school presents you with a finished document and asks you to sign it, ask when you can discuss the targets before they're set.

Do

This is where most parental frustration lives. The plan exists. But is it happening?

A common misunderstanding: many parents think the SENCO is responsible for delivering the support. Under the Code of Practice, the class teacher is responsible for your child's progress and for the day-to-day delivery of SEN Support. The SENCO advises and oversees; the teacher implements it in the classroom, every day.

If a TA is delivering interventions, that's fine — but the class teacher remains accountable.

Review

Reviews should happen at least termly — so three times a year, minimum. At each review, the school should be asking: did the child make progress? Did the interventions work? Do the targets need to change?

Crucially, you should be invited to review meetings. If you're receiving a photocopied report in a school bag with a 24-hour window to sign and return it, that is not meaningful parental involvement.

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Reasonable Adjustments — What You Can Ask For

Separate to SEN Support, schools have a duty under the Equality Act 2010 to make reasonable adjustments for disabled pupils. "Disabled" in this context has a broad definition — it covers physical and mental conditions that have a substantial, long-term impact on daily activities. Many children with SEND meet this threshold without a formal diagnosis.

The key phrase is "reasonable." Schools must remove disadvantages where it is reasonable to do so. They cannot simply say "we don't have the budget" and leave a child disadvantaged.

Here are practical adjustments you can request:

1. Ear defenders during assembly or noisy transitions — for children with sensory sensitivities
2. Visual timetables — so the child knows what is happening and when, reducing anxiety
3. Access to a quiet space — a library, corridor room, or calm-down corner during high-stress moments
4. Movement breaks — regular brief breaks from desk-based work, especially for children who struggle to regulate
5. Removing the handwriting penalty — a child with dyspraxia or motor difficulties should not lose marks on assessed work because their handwriting is poor; content should be assessed separately
6. Seating adjustments — near the teacher, away from windows or noise sources, or with a specific peer

None of these require a diagnosis. If you can explain the need, and the adjustment is reasonable, the school must consider it seriously.

If you're navigating sensory processing difficulties in particular, our guide on sensory processing difficulties in children in Kent covers what to look for and how to seek further support.

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How to Track if SEN Support Is Working (Or Failing)

Here is something no one tells you early enough: when KCC (Kent County Council) refuses an EHCP needs assessment, they often say it's because the school hasn't fully exhausted SEN Support. That refusal will be much harder to challenge if you have no evidence of what SEN Support was actually provided — or wasn't.

You need a paper trail. Start building it now, even if you hope things will improve.

Your Evidence Checklist

Documents to collect and file:

• Every IEP, Provision Map, or SEN Support Plan (request copies at each review)
• All review meeting notes or reports
• Any external assessment reports (SALT, OT, educational psychologist)
• School reports and any tracking data the school shares with you
• Attendance records — request these each term in writing
• Any records of reduced timetables or internal exclusions (sometimes called "managed moves" or "pastoral support")

Diary to keep at home:

• Log post-school meltdowns — the "coke bottle effect" is real. Many children hold it together all day and decompress explosively at home. This is evidence of stress, not bad parenting. Date, describe, note duration.
• Note days your child says they don't want to go to school, cried at the gate, or came home withdrawn
• Record anything the school tells you verbally — a quick email to the SENCO saying "just confirming what we discussed today..." creates a written record

In meetings:

• Email a summary after every conversation, however brief: "Following our call today, I understand that [X, Y, Z] will be in place from Monday."
• Ask for things in writing. "Can you confirm that in an email?"

This evidence isn't paranoia. It's how the system works. If you ever need to challenge a refusal, or demonstrate that the school has had multiple cycles of APDR without sufficient progress, this file is what supports your case.

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When Is SEN Support No Longer Enough? Moving to an EHCP

SEN Support works for many children. But it has limits.

The clearest signal that SEN Support is no longer sufficient is when the school has completed several full APDR cycles, the child is still not making adequate progress, and the level of support required exceeds what a school can reasonably provide from its own resources.

In practical terms, this often comes down to money. Schools receive a notional SEN budget as part of their funding, and they're expected to spend up to approximately £6,000 per year per child on SEN Support before an EHCP is considered. If a child genuinely needs more than that — more specialist input, more adult time, specialist equipment — the school cannot fund it alone, and an EHCP becomes the route to unlocking additional resource.

Other signs SEN Support isn't enough:

• Your child is falling further behind despite consistent support
• They are struggling socially or emotionally in ways that are getting worse, not better
• The school is telling you the provision they need is beyond what they can provide
• Your child is being sent home regularly, has a reduced timetable, or is at risk of exclusion

At this point, you can request an EHC Needs Assessment — directly from KCC. You don't need the school's permission. Our full guide on applying for an EHCP in Kent walks you through exactly how to do this.

If KCC refuses the assessment, that refusal is not the end of the road. You have the right to appeal to the SEND Tribunal. Read our guide on challenging an EHCP refusal in Kent to understand your options.

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Frequently Asked Questions

Do I have to wait for a diagnosis to get SEN Support?

No. This is one of the most common and damaging myths in the SEND system. SEN Support is based on identified need, not diagnosis. If your child is struggling and the school can see that, they can — and should — act now. Waiting for a CAMHS or paediatric assessment before providing any support is not acceptable.

The school says they have no money for a 1:1 TA. What can I do?

A few things to understand here. First, SEN Support doesn't automatically mean a 1:1 TA — it means appropriate support, which could be a range of things. Second, if a 1:1 TA is genuinely what your child needs and the cost exceeds the school's notional SEN budget, that's exactly the scenario where an EHCP becomes relevant — because EHCP funding comes from the local authority, not the school's own budget. If the school is using "no money" as an excuse to provide nothing, challenge it in writing and ask them to specify what support is being provided.

Can I see my child's SEN Support Plan?

Yes. You are legally entitled to be consulted in the creation of the plan and to receive a copy. If the school is reluctant, request it formally in writing and cite the SEND Code of Practice 2015, paragraph 6.65: "Schools should talk to parents regularly to set clear outcomes and review progress towards them."

What if the school refuses to put my child on the SEN Register at all?

If you believe your child has SEN and the school disagrees, you can:

1. Request a meeting with the SENCO and ask them to explain in writing why they do not consider your child to have SEN
2. Get an independent assessment (private SALT, OT, or educational psychologist report) if you can afford to — this creates evidence the school cannot easily dismiss
3. Contact your local SENDIASS (Special Educational Needs and Disability Information Advice and Support Service) — in Kent, this is the Kent SENDIASS service, and it is free
4. If you believe the school is failing in its duty, you can raise a formal complaint through the school's complaints procedure

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Find SEND Support in Kent

SENDPath helps Kent SEND families find advocates, specialists, and independent professionals to support you at every stage — from school meetings through to Tribunal preparation. Whether you need a SEND advocate to sit beside you in a SENCO meeting, an independent educational psychologist, or an OT who can evidence sensory needs, SENDPath connects you with people who know the system.

Find support near you →

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Disclaimer: This guide is for information purposes only and does not constitute legal advice. Always check the SEND Code of Practice for authoritative guidance. For legal advice on SEND matters, contact IPSEA or consult a solicitor specialising in education law. Read our full disclaimer.