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?

SEN Support should identify needs, put appropriate support in place and review its effect. State mainstream schools have statutory duties, including the best-endeavours duty in section 66. The SEND Code of Practice is statutory guidance to which the listed bodies must have regard; its “should” provisions are not all separate absolute duties. SEN Support is not a mandatory waiting stage before an EHC needs assessment.

This guide introduces the England SEN Support framework and questions families can ask about their child’s support.

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What Exactly Is "SEN Support"?

SEN Support is provision for pupils with SEN, usually arranged by the school without an EHC plan. This guide concerns England’s state mainstream schools; legal frameworks differ elsewhere in the UK. Funding arrangements do not create a fixed personal entitlement or cap, and support can involve services outside the school.

Under section 20, SEN means a learning difficulty or disability calling for special educational provision. For a child aged two or over, section 21 generally compares that provision with what is made for others of the same age in mainstream settings in England. Under section 66, state mainstream schools must use their best endeavours to secure the provision called for by a pupil’s SEN. This means doing what can reasonably be expected; it is distinct from KCC’s duty to secure provision in an EHC plan.

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 describes a graduated approach of Assess, Plan, Do, Review (APDR). Schools must have regard to the Code. Its guidance provides a basis for asking how needs were identified, support agreed and delivered, and progress reviewed.

If this isn't happening at your child's school, it may be worth raising it with the SENCO. 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 — the Code says these should inform the assessment
• 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
• An agreed review date appropriate to the support; schools should meet parents about SEN Support at least three times each year

The Code says the teacher and SENCO should agree the support, expected impact and review date in consultation with the parent and pupil. Ask to discuss the proposed support and for the agreed record. This does not mean a parent’s signature is a legal precondition to all support.

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

The Code says support should be reviewed at the agreed date and schools should meet parents at least three times a year to discuss SEN Support and progress. This is not a fixed statutory deadline for a separate IEP review every term. Set review dates to suit the child’s needs and ask whether the support is working.

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. Accessible ways to record learning — discuss typing, a scribe or other adjustments where handwriting difficulties create a disadvantage. Assessment and public-exam rules matter, including whether handwriting or another affected skill is itself being assessed; there is no blanket exemption from marking criteria.
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.

For a specific change or situation, school and family may also consider a carefully personalised Social Story. It is a tool rather than a treatment, and it should never be used to demand masking or compliance. See our evidence-based guide to Social Stories for autistic children.

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)

Evidence of support and progress can help explain why an EHC plan may be needed. But exhausting SEN Support, completing a set number of APDR cycles or first obtaining private reports are not legal prerequisites for an assessment request. KCC must apply section 36(8). IPSEA explains unlawful extra thresholds.

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
• Records of any reduced timetable, removal from class, suspension, off-site education or proposed managed move. These are different arrangements: a managed move is a voluntary permanent transfer, not another name for internal exclusion. Ask for the reason, agreement, education arrangements and review dates in writing.

Diary to keep at home:

• Record differences between school and home. Describe actual distress, timing, duration and help needed. Discuss possible reasons with the school and relevant professionals; the pattern alone does not establish its cause.
• 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.

SEN Support may no longer be sufficient when evidence shows that, despite appropriate action, the child is not making expected progress or may need provision that should be secured through an EHC plan. You do not have to wait for a fixed number of assess-plan-do-review cycles before requesting an EHC needs assessment.

Schools receive a notional SEN budget, but the commonly cited £6,000 is an indicative funding convention, not a legal spending threshold, eligibility test or prerequisite for an EHC needs assessment. Under section 36(8) of the Children and Families Act 2014, the local authority must assess where the child or young person has or may have SEN and it may be necessary for special educational provision to be made through an EHC plan.

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?

SEN Support does not automatically mean a 1:1 teaching assistant; provision should follow assessed need. Ask the school to explain the needs it has identified, support being delivered, review evidence, and next steps in writing. A notional-budget figure does not determine entitlement. If an EHC plan may be necessary, a parent, young person or education setting can request an EHC needs assessment without first proving that a fixed sum has been spent.

Can I see my child's SEN Support Plan?

Ask for the current record of needs, outcomes, agreed action and support. The Code says schools should involve parents in planning, meet them at least three times each year (paragraph 6.65) and give them the record of agreed support (paragraph 6.71). Schools may use different document names; the Code does not require one universal IEP template. IPSEA explains SEN Support records.

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. Ask what relevant professional input is needed and what is available through school or public services. A private report may be relevant but is not a prerequisite and does not guarantee a decision
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.