Get your child the school support
the law says they deserve

List any formal diagnoses. Leave blank if none.

A diagnosis is NOT required. Suspected autism, ADHD, dyslexia and referrals all count.

What is your child good at? What do they love? A balanced picture makes your documents more credible.

Things they actually say. The law requires the child's views to be considered.

Were there signs at nursery or an earlier school? Did something change?

Was your child late with talking, walking, toileting or play compared with other children? For younger children the statutory guidance looks at developmental milestones.

Work, independent living, friendships, community. From Year 9 the law requires advice on preparation for adulthood, so this strengthens the request.

If ticked, your request letter will cite the rule that the educational advice must be given after consultation with a teacher qualified to teach children with hearing or vision impairment (regulation 6(2)).

Learning and thinking: reading, writing and maths compared with classmates. Concentration. Following lessons. Homework battles. Anything the teacher has said about levels, for example "two years behind in writing".

Talking and understanding: following instructions. Expressing what they need. Friendships and play at break. Taking things literally. Reaction when routine changes.

Feelings and behaviour: morning school refusal and how many mornings a week. Meltdowns or shutdowns, where and how often. Anxiety signs. Things they say about themselves. Aggression at home or school.

Senses and movement: noise, crowds, assembly, the dining hall. PE and coordination. Handwriting. Other needs too: eating, sleep, toileting, chewing clothes or other regulation habits.

TA time and whether shared, interventions, seating, ELSA, anything else.

For each thing tried, say what changed. "ELSA for 6 weeks, small improvement, then stopped" is perfect.

For example progress only during the term with 1:1 support, then lost when it stopped. The statutory guidance treats this as key evidence.

Schools should run assess-plan-do-review cycles for children on SEN support.

Informal early collections count and matter, note roughly how often.

The school office can tell you the exact figure. Attendance is objective evidence the SEN team takes seriously.

GP visits about these difficulties, paediatrician, any medication.

Help needed with dressing, washing, toileting, eating or sleep beyond what is usual for their age.

Running off, no sense of danger near roads, hurting themselves, anything you worry about. Write only what actually happens.

CAMHS, neurodevelopmental pathway, SALT waiting list and how long so far.

You have the right to ask the local authority to seek advice from specific professionals where the request is reasonable (regulation 6(1)). Your letter will include this.

If you send a private report, the local authority must weigh it when it decides whether to assess, that is whether your child has or may have special educational needs and whether it may be necessary for special educational provision to be made in accordance with an EHC plan (section 36(8) of the Children and Families Act 2014). If it assesses, regulation 7(b) of the SEND Regulations 2014 requires it to consider information provided by you or at your request, including private reports. Entirely optional, free evidence counts too.

Reduced work hours, effect on siblings, what evenings and weekends look like. This shows the whole picture the law requires.

Dated specifics are the strongest evidence you can give.