Getting your child the support they need at school

Under the Children and Families Act 2014, schools have a legal duty to identify and support children with special educational needs (SEN) or disabilities, and to involve parents in decisions about that support. In addition, the Equality Act 2010 requires schools to make reasonable adjustments to ensure that disabled pupils are not placed at a substantial disadvantage compared to their peers. This includes adjustments to teaching, learning, and the school environment. Together, these laws ensure that your child receives appropriate support to access education and achieve their potential.

In England, the duty to support a child with special educational needs (SEN) or disabilities is set out mainly in education and equality law.

Here’s the key framework parents can refer to when meeting with a school.

1. Children and Families Act 2014

• Part 3 establishes the special educational needs and disability (SEND) system.

• Local authorities and schools must:

  • Identify children with SEN or disabilities early.

  • Provide appropriate support so they can achieve the best possible educational outcomes.

  • Involve parents and the child in decisions about that support.

• If a child needs more help than the school’s ordinary resources can provide, parents can request an Education, Health and Care (EHC) needs assessment, which may lead to an EHC plan setting out legally enforceable provision.

2. Equality Act 2010

• Protects pupils with a disability (including many neurodivergent conditions) from:

  • Discrimination.

  • Harassment.

  • Victimisation.

• Schools have a “reasonable adjustments” duty so disabled pupils are not placed at a substantial disadvantage compared to others.

• They must also prepare and publish an accessibility plan showing how they will improve access to the curriculum, premises, and information.

3. Special Educational Needs and Disability Code of Practice (2015)

• Statutory guidance for schools and local authorities in England.

• Explains how to:

  • Identify and assess SEN.

  • Work with parents and pupils.

  • Use the “graduated approach” (assess–plan–do–review).

• Schools must have “regard to” this Code, meaning they are expected to follow it unless they have a very good reason not to.

4. Other UK Nations

• Scotland: Education (Additional Support for Learning) (Scotland) Act 2004.

• Wales: Additional Learning Needs and Education Tribunal (Wales) Act 2018.

• Northern Ireland: Special Educational Needs and Disability (Northern Ireland) Order 2005.

Key Takeaway: For England, the Children and Families Act 2014 (SEND duties) and the Equality Act 2010 (disability discrimination and reasonable adjustments) together require schools to:

• Identify and assess children’s needs,

• Provide suitable support or adjustments, and

• Involve parents and pupils in all decisions.

You should ask to meet with your child’s school SENCO. You may find this meeting agenda helpful.

Meeting Agenda: Discussion of your child’s Needs and Support

Purpose: To share relevant information about your child’s strengths and challenges, and to agree on strategies or adjustments that will help them thrive at school.

1. Welcome & Introductions (5 minutes)

• Confirm everyone’s roles (parent/guardian, teacher, SENCO, support staff).

• Outline the goal: to work together on a plan for your child’s learning and well-being.

2. Overview of Meeting Objectives (2–3 minutes)

• Ensure all parties understand the key discussion points: learning needs, social/emotional support, and next steps.

3. Parent’s Perspective (10–15 minutes)

• Share your child’s strengths, interests, and what motivates them.

• Describe any diagnoses or assessments (if comfortable sharing).

• Highlight specific challenges you’ve observed at home or from previous school reports.

4. School’s Perspective (10–15 minutes)

• Teacher/SENCO shares observations about academic progress, behaviour, and social interactions.

• Review any existing support or interventions and their impact.

5. Identified Needs & Areas of Concern (10 minutes)

• Agree on key areas where your child requires support (e.g., communication, sensory environment, focus/attention, emotional regulation).

6. Proposed Adjustments and Strategies (15–20 minutes)

• Discuss practical measures such as:

  • Differentiated teaching or additional learning resources.

  • Quiet space for breaks or sensory regulation.

  • Visual timetables, clear instructions, or assistive technology.

  • Flexible homework or assessment arrangements.

• Explore school-based interventions (e.g., small-group support, targeted learning programmes).

7. External Support & Resources (5–10 minutes)

• Consider referrals for assessments (e.g., Educational Psychologist, Speech & Language Therapy).

• Discuss potential involvement of local authority services or Education, Health and Care (EHC) needs assessment if appropriate.

8. Action Plan & Next Steps (10 minutes)

• Agree on:

  • Specific support strategies and who is responsible.

  • Timeline for implementation.

  • Date for review meeting.

9. Closing Summary (5 minutes)

• Recap decisions and ensure written notes will be shared.

• Confirm main point of contact for follow-up communication.

Preparation Tips

• Bring any reports, previous plans (e.g., Individual Education Plan/IEP), or medical documentation you’re comfortable sharing.

• Note key questions or concerns in advance.

• If helpful, bring a support person or advocate.