Summary
Every child learns differently, and some children need additional support to help them access education, develop skills and participate in school life. Special educational needs (SEN) refers to situations where a child has a learning difficulty or disability that means they need special educational provision. This may mean they learn at a different pace, need information presented in a different way or require additional support with communication, concentration, social interaction, emotional regulation or physical access. Having SEN does not mean that a child cannot learn or achieve their goals. It means that they may need different approaches, resources or support to help them make progress.
Children can have SEN for many different reasons. Some may have specific learning difficulties, such as dyslexia or dyscalculia, while others may have difficulties with speech, language, communication, attention, memory or processing information. Children with autism, ADHD, learning disabilities, physical disabilities or long-term health conditions may also need additional educational support. Some children have needs that are immediately apparent, while others may find it difficult to explain what they are struggling with. A child does not need to have a diagnosis to receive support for SEN, and a diagnosis does not automatically mean that they will need an Education, Health and Care Plan (EHCP). Support should be based on the child’s individual needs and the barriers they experience.
In England, children with SEN can receive support through their school or early years setting. This is often called SEN support. Schools should identify a child’s needs, plan suitable support, put it in place and review whether it is helping. This is known as the assess, plan, do, review cycle. Support might include adapting teaching methods, providing additional help with learning, using visual resources, changing how instructions are given or working with the child’s family and relevant professionals. The support should be reviewed regularly and adapted as the child’s needs change.
Some children need more extensive or coordinated support than can ordinarily be provided through SEN support. In these circumstances, an Education, Health and Care needs assessment may be requested from the local authority. If the legal criteria are met, the local authority may issue an EHCP. An EHCP is a legal document that describes a child’s special educational needs and the provision required to meet them, alongside relevant health and social care needs and provision. It is intended to help coordinate support across education, health and care services where this is necessary.
Having an EHCP is not a measure of a child’s intelligence, potential or worth, and it should not define them. Children with EHCPs have a wide range of strengths, interests and aspirations. Some may need substantial support throughout the school day, while others may need particular adjustments or specialist provision to access education. Many children with SEN do not have an EHCP and can still receive meaningful support through their school. Understanding the difference between SEN support and an EHCP can help families know what to ask for and how to seek further help when a child’s needs are not being met.
What is the difference between SEN, SEN support and an EHCP?
SEN describes a child’s special educational needs. It refers to the difficulties or disabilities that mean they require special educational provision, rather than being a particular diagnosis or a type of school placement.
SEN support is the additional help a school or early years setting provides when a child needs support beyond what is generally available to other children. This might include targeted teaching, adapted learning materials, additional adult support, changes to the classroom environment or advice from specialists. SEN support does not require an EHCP, and a child can receive it without having a formal diagnosis.
An EHCP is a legal plan for a child or young person who needs more support than can ordinarily be provided through SEN support. It follows an Education, Health and Care needs assessment, during which the local authority gathers information about the child’s needs and the provision that may be required. Not every assessment leads to an EHCP; the local authority must consider whether the legal criteria are met.
These terms are connected but are not interchangeable. A child can have SEN and receive SEN support without an EHCP. If their needs are more complex or the support available through the school is not sufficient, an EHCP assessment may be appropriate. The decision should focus on the child’s needs and the provision required, rather than on whether they have a particular diagnosis or how well they compare with other children.
How does SEN support work?
Schools and early years settings should respond to a child’s needs as early as possible. They do not have to wait for a diagnosis or an EHCP before putting appropriate support in place. If a child is finding aspects of learning, communication, behaviour, social interaction or school attendance difficult, their needs can be discussed with the class teacher, form tutor or special educational needs coordinator (SENCO).
The SENCO is responsible for coordinating SEN provision within the school and supporting staff to identify needs and plan appropriate help. They can work with the child’s teachers, parents or guardians and relevant professionals to understand what is difficult and what might help. Depending on the child’s needs, support could involve changes to teaching, individual or small-group learning, visual timetables, additional processing time, help with organisation or access to specialist advice.
Schools use the assess, plan, do, review approach to consider whether support is working. First, staff gather information about the child’s strengths and needs. They then agree what support will be provided and what they hope it will achieve. The support is put in place and reviewed to see whether the child is making progress and whether anything needs to change. Parents or guardians should be involved in discussions about their child’s support, and the child’s views should be considered in an appropriate way. If the support is not helping, the school should review the approach and consider what else may be needed.
What is an Education, Health and Care needs assessment?
An Education, Health and Care needs assessment is a formal assessment carried out by the local authority to decide whether a child or young person needs an EHCP. It considers the child’s educational needs and may also gather information about relevant health and social care needs. The local authority requests advice from appropriate professionals, which may include the school, educational psychologists, health professionals and social care services. The aim is to understand the child’s needs, the outcomes they are working towards and the provision required to support them.
A parent or guardian can ask their local authority to assess if they believe their child may need an EHCP. A young person aged 16 to 25 can also request an assessment themselves. Other people, including schools and health professionals, can make a request. Families do not have to wait for the school to make a request, although discussing concerns with the school may help gather information about the child’s needs and the support already tried.
An assessment does not automatically result in an EHCP. The local authority considers the information gathered and decides whether the legal criteria are met. If it decides to issue a plan, it prepares a draft EHCP so that the family can comment on the content, including the educational setting they would like considered. If it decides not to issue a plan, the family should receive information about the decision and the options available to challenge it. Families who disagree with certain decisions can seek advice about mediation and appeal rights.
What does an EHCP include?
An EHCP sets out the child’s special educational needs, the outcomes they are working towards and the special educational provision required to meet those needs. It also records relevant health and social care needs and provision where applicable. The plan should describe the support clearly enough for the people responsible for providing it to understand what is required. Depending on the child, this could include specialist teaching, communication support, particular learning approaches, assistive technology, support with independence or access to specialist services.
An EHCP also names the educational setting the child will attend, or the type of setting where this is appropriate under the legal framework. This is important because the plan is not simply a record of a child’s difficulties; it sets out the provision and arrangements intended to help them access education and make progress. The plan should reflect the child’s strengths, needs, views and aspirations, alongside the views of their family and relevant professionals.
EHCPs must be reviewed at least annually, with the review process considering whether the plan remains appropriate and whether the child’s needs or provision have changed. For younger children, reviews may take place more frequently under the relevant arrangements. Parents or guardians and the child or young person should have opportunities to contribute. If the child’s needs change, the family can ask for the plan to be reviewed rather than waiting until the next scheduled review.
How to help myself
If you are a child or young person who has SEN, you may sometimes find school easier or harder than other people seem to. You might need extra time to understand instructions, help with organising your work, a quieter place to concentrate or a different way of learning. These needs do not mean that you are not intelligent or that you are not trying hard enough. People learn and communicate in different ways, and having the right support can make it easier to show what you know and take part in school life.
Try to notice what helps you learn and what makes things more difficult. You might find it easier to understand information when it is written down, when someone explains one step at a time or when you can see an example of what to do. You may find busy environments tiring or need help getting started on tasks. If you can, write down what you notice or talk about it with someone you trust. You do not need to know the name of a particular difficulty or adjustment before asking for help.
If you feel comfortable, speak to a teacher, SENCO, teaching assistant or another trusted adult about what you are finding difficult. You could explain what happens, how it affects you and what you think might help. If talking feels difficult, you could write it down, use a visual aid or ask a parent, guardian or trusted adult to help you explain. You can ask questions if you do not understand the support being offered, and you can tell someone if an adjustment is not helping or is making you feel uncomfortable.
Remember that you should have a say in decisions about your education and the support you receive. You may have strengths, interests and goals that are not reflected in your schoolwork alone. Let the adults supporting you know what you enjoy, what you want to achieve and what matters to you. If school feels overwhelming or you feel that your needs are not being understood, you do not have to manage this by yourself. Asking for help is a useful skill, and adults should work with you to understand what will make school more accessible.
How to help a loved one
If you are a parent or guardian concerned that your child may have SEN, start by noticing what they find difficult and how this affects their everyday life. You may notice that they struggle with reading, writing, following instructions, concentrating, managing transitions, communicating with others or attending school. Some children may become distressed, withdraw from activities or experience physical symptoms when they feel overwhelmed. These difficulties can have different causes, so it is helpful to discuss your observations with the school rather than trying to determine the explanation yourself.
Arrange a conversation with your child’s class teacher, form tutor or SENCO. Explain what you have noticed, provide examples of situations where your child struggles and share anything that seems to help. It may be useful to ask what the school has observed, what support is currently available and how your child’s progress is being monitored. You can ask for support to begin without waiting for a diagnosis or an EHCP. If your child is already receiving SEN support, ask what outcomes the school is working towards, when the arrangements will be reviewed and how you can contribute.
Try to involve your child in discussions in a way that suits their age, communication style and understanding. They may be able to explain exactly what they find difficult, or they may need help identifying and communicating their needs. Ask what they enjoy, what they find challenging and what would make school easier. Children may worry about being treated differently, so reassure them that additional support is intended to help them access learning rather than label them. Their strengths, preferences and aspirations should be part of decisions about the support they receive.
Keep a record of relevant information where this is helpful. This might include examples of difficulties at school or home, communications with the school, assessments, reports and the support that has been tried. You could note what has helped, what has not worked and whether your child is making progress. This information may be useful during meetings or if an EHCP needs assessment is considered. You do not need to collect evidence perfectly before asking for help; the school and relevant professionals also have responsibilities to assess and respond to your child’s needs.
If your child’s needs continue to affect their education despite support, discuss whether additional help or an Education, Health and Care needs assessment may be appropriate. You can ask the local authority for an assessment yourself if you believe your child may need an EHCP. You do not have to rely solely on the school to make the request. If the local authority decides not to assess or not to issue a plan, ask for the decision and reasons in writing and seek independent advice about your options. The process can feel complicated, so it is reasonable to ask for explanations and support along the way.
Remember that you know your child in ways that school staff may not, while school staff may observe difficulties that are less apparent at home. Sharing information and working together can help build a fuller understanding of the child. If you feel that your concerns are not being taken seriously, remain focused on the specific barriers your child experiences, the support they need and the impact on their learning and wellbeing. You can request further discussions and seek advice from an independent SEND organisation if necessary.
Myth Buster
Myth: A child needs a diagnosis before they can receive SEN support
Truth: Schools can identify needs and put appropriate SEN support in place without waiting for a formal diagnosis or an EHCP
Myth: Every child with SEN needs an EHCP
Truth: Many children receive support through their school without an EHCP. An EHCP is intended for children and young people who meet the legal criteria for more extensive, coordinated support
Myth: An EHCP is a diagnosis
Truth: An EHCP is a legal plan setting out a child’s needs and the provision required to support them. It is not a medical diagnosis and does not define the child’s abilities or potential
Myth: Having an EHCP guarantees that a child will attend a particular school chosen by their family
Truth: Families can express a preference and the local authority must consider the relevant legal requirements, but the school named in the plan is determined through the statutory process
Myth: Schools can refuse to provide SEN support until an EHCP assessment is completed
Truth: Schools should identify and respond to SEN as early as possible. Appropriate support should not be delayed simply because an EHCP assessment has not taken place
Myth: A child who achieves good grades cannot have SEN
Truth: Some children achieve academically while experiencing significant difficulties with concentration, communication, organisation, sensory needs or emotional wellbeing. Support should be based on their needs, not academic results alone
Myth: SEN is only related to learning difficulties
Truth: SEN can affect communication, interaction, sensory processing, physical access, attention, emotional regulation and other aspects of learning and participation
Myth: If a child has an EHCP, the school can decide not to follow the provision in it
Truth: An EHCP is a legal document, and the local authority has a duty to secure the special educational provision specified in the plan. If the provision is not being delivered, families can raise this with the school and local authority and seek advice
Myth: Parents and guardians cannot request an EHCP assessment themselves
Truth: A parent or guardian can request an Education, Health and Care needs assessment from their local authority if they believe their child may need an EHCP
Myth: A child with SEN will always need the same support
Truth: Children’s needs can change as they develop and move through education. Support should be reviewed regularly and adapted when necessary
Support
If you have concerns about a child’s educational needs, the school’s special educational needs coordinator (SENCO) is often a useful first point of contact. They can discuss the support available, explain how needs are assessed and help coordinate conversations with teachers and other professionals. You can also contact your local authority’s SEND team for information about requesting an Education, Health and Care needs assessment and the local process.
If you disagree with a local authority decision about an EHCP assessment or plan, you may have a right to mediation or appeal through the Special Educational Needs and Disability Tribunal. The options depend on the decision and the circumstances, so seek advice promptly if you are considering challenging a decision. Independent SEND advice services can help explain the process and any relevant timescales.
Helplines
Contact
Contact is a charity providing information, advice and support to families with disabled children and young people aged 0–25. They can help with questions about school support, reasonable adjustments, SEND, EHCPs, benefits and accessing services. You do not need to have a formal diagnosis to contact them.
Phone: 0808 808 3555
Opening times: Monday to Friday, 9:30am–5pm (Tuesdays from 10:15am)
Website: https://contact.org.uk/
SEND Information, Advice and Support Service (SENDIASS)
SENDIASS provides impartial information, advice and support to children and young people with special educational needs and disabilities (SEND) and their parents or guardians. They can help families understand their rights, communicate with schools and navigate support such as SEN provision and EHCP assessments. Each local area has its own service, so contact your local council to find your nearest service.
Website: https://www.sendiass.org/
Equality Advisory Support Service (EASS)
EASS provides information and advice about discrimination and equality rights. It may be able to help if you are concerned that a child has been treated unfairly or that a school has not met its duties under the Equality Act 2010.
Website: https://www.equalityadvisoryservice.com/
IPSEA
IPSEA is a charity providing information and resources about the education rights of children and young people with special educational needs and disabilities. It can help families understand the SEND system, including school support, EHCP assessments and plans, and what options may be available if they disagree with a decision.
Website: https://www.ipsea.org.uk/
Childline
Childline is a free service for young people to talk to a counsellor about anything. The service is available 24 hours a day, 7 days a week. Childline is available to anybody who is 18 years old or younger.
Phone: 0800 1111
Opening times: Available 24 hours a day, 7 days a week, 365 days a year
You can also find helpful resources, speak to a counsellor online or send a message on their site.
Website: www.childline.org.uk
For adults concerned about a child, the NSPCC can be contacted
NSPCC
NSPCC is a children’s charity that works to protect children and prevent abuse and neglect. They provide support and advice for adults about child abuse, neglect, child safety, online safety and children’s mental and emotional wellbeing.
Phone: 0808 800 5000
Opening times: 10 am–4 pm, Monday–Friday
Email: help@nspcc.org.uk
Email opening times: 11 am–4 pm, 7 days a week
Website: www.nspcc.org.uk
YoungMinds
YoungMinds is a national charity supporting the mental health and wellbeing of children and young people. They provide information, advice and support for parents and carers who are concerned about a young person’s mental health, and help people understand mental health difficulties, find appropriate support and access useful resources. Their Parents Helpline can provide information, advice, emotional support and signposting to other services.
Parent helpline: 0808 802 5544 (9:30 am – 4 pm on Mondays, Thursdays and Fridays, and from 9:30 am – 6 pm on Tuesdays and Wednesdays)
Email: parents@youngminds.org.uk
Webchat: https://www.youngminds.org.uk/parent/parents-helpline/
Shout
Shout is a free, confidential text messaging service that provides support to anyone who is struggling to cope. It can help with a wide range of issues, including stress, anxiety, low mood, loneliness, relationship difficulties, bullying, self-harm, suicidal thoughts, feeling overwhelmed and other mental health challenges.
Text: SHOUT to 85258
Opening times: Available 24 hours a day, 7 days a week, 365 days a year
Website: www.giveusashout.org
Mind
Mind is a mental health charity providing information, advice and support for people experiencing mental health difficulties. They cover a wide range of mental health and wellbeing issues, including anxiety, depression, stress, relationships, loneliness, coping with difficult experiences and managing everyday life. Mind provides information to help people understand what they are experiencing, know their rights, find appropriate support and feel less alone.
Phone: 0300 123 3393
Opening times: 9am–6pm, Monday to Friday (excluding bank holidays)
Email: info@mind.org.uk
Website: www.mind.org.uk
Samaritans
Samaritans is a charity providing emotional support to anyone who is struggling to cope or needs someone to talk to. They are there for people experiencing all sorts of difficulties, including stress, anxiety, loneliness, relationship or family problems, bereavement, feeling overwhelmed and concerns about mental health or suicide.
Phone: 116 123
Opening times: 24 hours a day, 7 days a week, 365 days a year
Website: www.samaritans.org
