If your child is struggling at school, you may hear two phrases again and again: SEN Support and EHCP. Parents are often told, “Your child is on SEN Support,” or “You might need to apply for an EHCP,” without anyone clearly explaining what those things mean in everyday school life.
This can be confusing, especially if your child is anxious, falling behind, refusing school, finding friendships hard, or coming home exhausted every day. You may wonder whether SEN Support is enough, whether an EHCP is better, whether your child has to “fail first” before getting more help, or whether you are expected to fight the system just to get basic support.
The short version is this: SEN Support is the extra help a school should provide from its own resources when a child has special educational needs. An Education, Health and Care Plan, usually called an EHCP or EHC plan, is a legal document for children and young people who need more support than is normally available through SEN Support. Government guidance explains that EHC plans are for children and young people up to age 25 who need more support than is available through SEN Support, and that the plan identifies education, health and social care needs and the support required to meet them. GOV.UK explains EHC plans here.
This guide explains the difference between SEN Support and an EHCP, how each one works, what parents can ask for, when SEN Support may be enough, when an EHCP may be needed, and what to do if you feel your child’s needs are not being met.
This guide focuses mainly on England, where the terms SEN Support and Education, Health and Care Plan are used. Scotland, Wales and Northern Ireland have different additional support systems and terminology.
What does SEN mean?
SEN stands for special educational needs. A child has special educational needs if they have a learning difficulty or disability that means they need special educational provision. In plain English, this means they need support that is different from, or additional to, what most children of the same age need in school.
SEN is not one single thing. It can include needs linked to learning, communication, attention, physical disability, sensory differences, social understanding, emotional regulation, mental health, or a combination of several areas.
A child with SEN might have dyslexia, ADHD, autism, developmental language disorder, dyspraxia, hearing impairment, visual impairment, anxiety, learning difficulties, speech and language needs, social communication difficulties, or another need that affects learning and school life.
Some children’s needs are obvious early. Others are missed for years because the child is quiet, bright, masking, well behaved, or just about coping until school becomes more demanding.
If you are still trying to understand whether your child may need extra help, you may find our guides on early signs of ADHD, autism in schools, dyslexia in schools and how to know if your child is falling behind at school useful.
What is SEN Support?
SEN Support is support provided by a school or college for a child or young person with special educational needs. It is usually the first formal level of SEND support in mainstream schools.
GOV.UK says that your child will get SEN Support at their school or college, and that they may need an EHC plan if they need more support than the school provides. You can read the GOV.UK page on SEN Support here.
SEN Support should not mean “we are keeping an eye on it” with no plan. It should be a more structured approach to understanding your child’s needs, putting support in place, and reviewing whether that support is working.
IPSEA, a specialist charity offering legally based SEND information, explains that SEN Support should follow a graduated approach known as Assess, Plan, Do, Review. IPSEA’s explanation of SEN Support is a useful parent resource.
What might SEN Support look like in school?
SEN Support will look different depending on the child. There is no single package that every child receives. The support should be based on your child’s needs, not simply on a label or diagnosis.
For one child, SEN Support might mean extra phonics teaching, reading intervention and adapted spellings. For another, it might mean visual timetables, sensory breaks and help with transitions. For another, it might mean speech and language strategies, social communication support, movement breaks, writing scaffolds, or pastoral check-ins.
Examples of SEN Support may include:
- small-group intervention for reading, writing or maths
- extra phonics or literacy support
- speech and language strategies
- visual timetables or now-and-next boards
- adapted worksheets or writing frames
- extra time to process instructions
- help with organisation and homework routines
- movement or sensory breaks
- support during unstructured times such as lunch or break
- social skills or friendship support
- pastoral check-ins for anxiety or emotional regulation
- reasonable adjustments in lessons
- teacher strategies recommended by the SENCO
Some support will happen in class. Some may happen outside class. Good SEN Support should not depend only on occasional intervention sessions; it should also help your child access everyday classroom learning.
What is an EHCP?
An Education, Health and Care Plan is a legal document for a child or young person who needs more support than is normally available through SEN Support. It sets out the child’s special educational needs, the outcomes they are working towards, and the provision required to meet those needs.
An EHCP can also include health and social care needs related to education and development. That is why it is called an Education, Health and Care Plan, not just an education plan.
IPSEA describes an EHC plan as a legal document that describes a child or young person’s special educational needs, the support they need, and the outcomes they would like to achieve. IPSEA’s EHCP resources are helpful for parents who want more detail.
An EHCP is issued by the local authority, not by the school. The process usually begins with an EHC needs assessment. Parents, young people, schools and some professionals can request this assessment.
The simplest difference
The simplest way to understand the difference is this:
- SEN Support is support arranged and delivered by the school from its usual resources.
- An EHCP is a statutory plan issued by the local authority when a child or young person needs provision beyond what is normally available through SEN Support.
SEN Support can be very effective for many children. An EHCP is not automatically “better” in every case. The key question is whether the support your child needs is being clearly identified, delivered and reviewed — and whether the school can reasonably provide it without a statutory plan.
SEN Support vs EHCP: key differences
| Area | SEN Support | EHCP |
|---|---|---|
| Who arranges it? | The school or college. | The local authority issues the plan, with school and other professionals involved. |
| Who is it for? | Children who need extra or different support in school. | Children and young people who need more support than is normally available through SEN Support. |
| Is it legally binding? | The school has duties, but the support plan itself is not usually a statutory legal document in the same way as an EHCP. | Yes. The special educational provision in an EHCP must be arranged. |
| Does a child need a diagnosis? | No. Support should be based on needs, not only diagnosis. | No diagnosis is automatically required, but evidence of needs and required provision is important. |
| Who reviews it? | The school should review support regularly, usually through Assess, Plan, Do, Review. | The EHCP must be reviewed at least annually, with formal annual review processes. |
| Can it name a school? | No. SEN Support does not name a school placement. | Yes. An EHCP names the educational setting in Section I. |
| Can parents appeal? | Parents can complain or challenge school decisions, but there is no SEND Tribunal appeal simply because a child is on SEN Support. | Parents can appeal certain local authority decisions to the SEND Tribunal, including refusal to assess, refusal to issue a plan, content of the plan and school named. |
Does my child need SEN Support before an EHCP?
In many cases, children will receive SEN Support before anyone considers an EHCP. This makes sense because schools should try to meet needs early and review what works. Evidence from SEN Support can also help show what has been tried and why more support may be needed.
However, a child does not always have to spend a long time on SEN Support before an EHC needs assessment is requested. Some children’s needs are significant enough that an assessment may be appropriate without a long delay. The important question is whether your child may need special educational provision beyond what the school can normally provide.
If a school says, “We cannot apply because your child has not been on SEN Support long enough,” that may not be the full legal picture. You can seek independent advice from organisations such as IPSEA or your local SENDIASS service if you are unsure.
Does my child need a diagnosis to get SEN Support or an EHCP?
No. Support should be based on needs. A diagnosis can help explain a child’s difficulties and may support evidence, but schools should not wait for a diagnosis before putting reasonable support in place.
For example, a child may not yet have an ADHD diagnosis, but if they clearly struggle with attention, impulsivity, organisation and emotional regulation, school can still provide strategies and support. A child may not yet have a dyslexia diagnosis, but if they are struggling with reading, spelling and writing, school should still respond to those needs.
Similarly, an EHCP is not awarded simply because a child has a diagnosis. A diagnosis alone does not show what provision is needed. What matters is the impact of the child’s needs and the special educational provision required.
When might SEN Support be enough?
SEN Support may be enough when your child’s needs can be identified, supported and reviewed effectively by the school using its existing resources.
For example, SEN Support may be working well if:
- your child’s needs are clearly understood
- teachers know what adjustments to make
- support is actually happening, not just promised
- your child is making progress from their starting point
- your child is emotionally coping with school
- school communicates with you regularly
- plans are reviewed and adapted when needed
- your child can access learning and school life reasonably well
Some children stay on SEN Support for years and do well. That should not be seen as a failure. The issue is not whether the support has a formal legal label, but whether it meets the child’s needs.
When might an EHCP be needed?
An EHCP may be needed when your child requires support that goes beyond what the school can normally provide through SEN Support. This may be because the needs are complex, severe, long-term, involve several professionals, require a high level of adult support, require specialist provision, or are not being met despite carefully planned SEN Support.
Signs an EHCP may need to be considered include:
- your child is not making progress despite targeted SEN Support
- your child needs significant adult support to access learning
- your child has complex needs across education, health and/or care
- school says it cannot meet your child’s needs from its usual resources
- your child is experiencing repeated exclusions or behaviour crises linked to unmet needs
- your child is missing school because their needs are not being met
- your child needs specialist equipment, therapies or provision
- there is a need for a specialist placement
- support needs to be legally specified and secured
If your child is becoming anxious about school, refusing to attend, or repeatedly getting into trouble, it is worth asking whether unmet needs may be part of the pattern. Our guides on school anxiety and emotionally based school avoidance and what to do if your child keeps getting in trouble at school may help you think through this.
What should happen under SEN Support?
Good SEN Support should be structured. It should not be a vague promise that someone will help when they can. Schools should use the graduated approach: Assess, Plan, Do, Review.
Assess
The school should identify your child’s needs. This may include teacher observations, work samples, assessment data, parent views, pupil views, and advice from the SENCO or outside professionals where appropriate.
Plan
The school should agree what support will be put in place, what outcomes are expected, who will provide support, and when it will be reviewed. Parents should be involved in this planning.
Do
The support should actually happen. Class teachers remain responsible for the child’s progress, even if teaching assistants or intervention staff are involved.
Review
The school should review whether the support is working. If it is not, the plan should change. Repeating the same intervention without progress is not enough.
If you are unsure whether your child’s SEN Support is properly planned, ask for the support plan in writing. It may be called an individual education plan, SEN plan, pupil passport, learning plan, provision map or something else. The name matters less than the clarity.
What should be in an EHCP?
An EHCP is divided into sections. Parents do not need to memorise every technical detail, but it helps to understand the most important parts.
- Section A: views, interests and aspirations of the child, young person and parents.
- Section B: the child or young person’s special educational needs.
- Section C: health needs related to SEND.
- Section D: social care needs related to SEND.
- Section E: outcomes the child or young person is working towards.
- Section F: special educational provision required.
- Section G: health provision.
- Section H: social care provision.
- Section I: the school or educational setting named.
- Section J: personal budget information, if applicable.
- Section K: advice and information gathered during assessment.
For many parents, Section B and Section F are especially important. Section B should clearly describe the special educational needs. Section F should clearly specify the provision. Vague wording such as “access to support as needed” can be difficult because it does not clearly say what must happen.
The Council for Disabled Children has an EHCP guidance resource that parents and practitioners may find helpful when trying to understand the EHCP process.
Is an EHCP legally stronger than SEN Support?
Yes, in an important way. An EHCP is a statutory legal document. The special educational provision set out in the plan must be arranged. That legal force is one reason parents often seek an EHCP when support through SEN Support has been inconsistent or insufficient.
This does not mean EHCPs always work perfectly in practice. Families can still face delays, vague wording, disagreements, or problems with delivery. But legally, an EHCP gives a clearer framework for what support must be provided.
Parents can also challenge certain local authority decisions through the SEND Tribunal, including a refusal to carry out an EHC needs assessment, a refusal to issue a plan, the special educational provision in a plan, or the school named in the plan. GOV.UK explains these challenge routes on its EHC plan page. See the government’s EHC plan guidance here.
Can a school refuse to put my child on SEN Support?
If your child has special educational needs, school should identify and support those needs. Sometimes schools may say a child is “not far enough behind”, “too bright”, “coping”, or “not bad enough” for SEN Support. This can be very frustrating for parents, especially when the child is struggling at home.
A child does not need to be failing every subject to have SEN. A child can be academically able and still have needs around writing, attention, sensory regulation, anxiety, social communication or executive function. A child can also appear fine at school but collapse at home because they are masking all day.
If you believe your child needs SEN Support, ask for a meeting with the SENCO and class teacher or form tutor. Bring examples: homework distress, reports, reading concerns, behaviour incidents, anxiety, school refusal, work samples, medical letters, or notes from professionals.
Ask directly:
- Does school agree my child has special educational needs?
- If not, why not?
- What evidence has been considered?
- What support is currently in place?
- How is progress being measured?
- When will this be reviewed?
Can parents request an EHC needs assessment themselves?
Yes. Parents can request an EHC needs assessment from the local authority. Young people over compulsory school age can also request one themselves. Schools can request an assessment too, but parents do not have to wait for the school if they believe an assessment is needed.
That said, it is often helpful to speak to the school first and gather evidence. Useful evidence may include school reports, SEN Support plans, intervention records, attendance records, behaviour logs, medical letters, professional reports, examples of work, and your own written description of your child’s needs.
The local authority will decide whether to carry out an assessment. If it refuses, parents may have a right of appeal. IPSEA has detailed information about EHC needs assessments and appeals, which many parents find useful when navigating the process.
What evidence helps when asking for an EHCP?
The strongest evidence usually shows three things: what your child’s needs are, what has already been tried, and why more or different provision is needed.
Useful evidence may include:
- SEN Support plans and reviews
- school reports and assessment data
- examples of work showing difficulties
- attendance records
- behaviour logs or exclusion records
- notes from meetings with school
- professional reports, such as speech and language, educational psychology, occupational therapy or medical advice
- letters from CAMHS, paediatricians or therapists where relevant
- your own parent diary of difficulties at home and school
- your child’s views, where appropriate
Evidence does not need to prove your child is at crisis point. In fact, the aim should be early enough support to prevent crisis. But it does need to show that the child may need provision beyond what is normally available through SEN Support.
What if school says they are doing “quality first teaching”?
Quality first teaching means good classroom teaching that meets a range of needs. It is important, and every child should benefit from it. But it should not be used as a reason to avoid identifying SEN where a child needs special educational provision.
If school says quality first teaching is in place, ask what that means for your child specifically.
You might ask:
- What adaptations are being made in lessons?
- How are instructions being broken down?
- What support is provided for writing, reading, attention or organisation?
- How does the teacher know my child understands?
- What happens when they cannot start or complete work?
- How is progress being reviewed?
Good teaching is essential, but some children need more than general good practice.
Can a child with an EHCP stay in mainstream school?
Yes. Many children with EHCPs attend mainstream schools. An EHCP does not automatically mean a child needs a special school. The right placement depends on the child’s needs, the provision required, parental preference, and whether the setting can meet those needs.
Some children need an EHCP to stay successfully in mainstream school because it secures additional support or specialist input. Others may need a specialist setting because mainstream provision cannot meet their needs even with support.
The EHCP should name an educational setting in Section I. Parents can express a preference, and there are rules about how local authorities consider that preference.
Can a child on SEN Support get access arrangements for exams?
Possibly. Exam access arrangements, such as extra time, rest breaks, a reader, a scribe or use of a laptop, depend on evidence of need and the rules for the specific exam stage. A child does not always need an EHCP to receive access arrangements. Some pupils on SEN Support may qualify if the school has evidence that arrangements are their normal way of working and that they meet the relevant criteria.
If your child is in secondary school and you think they may need exam support, raise it early with the SENCO. Do not wait until the final weeks before GCSEs.
What if your child is masking?
Masking means a child hides or suppresses their difficulties in school, often at great emotional cost. They may look quiet, compliant or high-achieving during the day, then melt down, withdraw or become exhausted at home.
This can make it harder to get support, because school may say, “We do not see that here.” Parents may feel dismissed. The child may not be disruptive or visibly behind, but still be struggling deeply.
If this is happening, gather evidence from home. Keep a diary of after-school meltdowns, sleep problems, anxiety, refusal, sensory distress, homework struggles and recovery time. Ask school to look beyond behaviour and grades. Your child’s wellbeing is part of the picture.
Masking is often discussed by parents of autistic children, but it can also happen with anxiety, ADHD, dyslexia, trauma and other needs.
What if your child is bright but struggling?
A child can be bright and still have SEN. Some children use intelligence to compensate for difficulties for years. They may memorise, copy, avoid, guess, charm, work twice as hard, or hide confusion. Eventually the demands increase and the coping strategies stop working.
A bright child with dyslexia may have excellent ideas but painfully slow writing. A bright child with ADHD may understand the work but fail to organise tasks or complete homework. An autistic child may know a lot about a subject but struggle with group work, transitions or sensory overload. A child with anxiety may perform well in tests but become unable to attend school.
Do not accept “they are too able for support” as the end of the conversation. Ask whether they are making expected progress, how much effort it takes, whether they can work independently, and what their emotional wellbeing looks like.
Can behaviour problems be linked to SEN?
Yes. Behaviour can be linked to unmet needs. That does not mean every behaviour issue is SEN, and it does not remove responsibility. But repeated behaviour incidents should prompt adults to ask what is driving the behaviour.
A child may disrupt lessons because they cannot access the work. They may refuse tasks because writing is overwhelming. They may run from class because of sensory overload. They may argue because they feel anxious or misunderstood. They may lash out because they do not have the communication skills to explain distress.
If your child is repeatedly sanctioned, removed from class or suspended, ask whether SEN has been considered. If your child has already been suspended, our guide on what happens if your child is suspended from school may help you understand the process.
Can anxiety or school refusal be linked to SEN?
Yes. Some children become anxious about school because their needs are not being met. They may dread reading aloud, written work, noisy spaces, unpredictable routines, social demands, strict behaviour systems, or feeling behind. Over time, school can begin to feel unsafe or impossible.
If your child is refusing school or showing signs of emotionally based school avoidance, it is important to look for underlying needs. Attendance concerns should not be treated separately from learning, sensory, social and mental health needs.
Our guide on school anxiety and emotionally based school avoidance explains this link in more detail.
What should parents ask at a SEN Support meeting?
A SEN Support meeting should give you a clearer picture of your child’s needs and the plan for helping them. Try to leave with specifics, not vague reassurance.
Useful questions include:
- What special educational needs has school identified?
- What evidence is this based on?
- What support is currently in place?
- How often does the support happen?
- Who delivers it?
- What is the class teacher doing differently in lessons?
- What outcomes are we working towards?
- How will progress be measured?
- When will the plan be reviewed?
- What happens if progress is not made?
- Should outside professionals be involved?
- At what point would we consider requesting an EHC needs assessment?
If you are preparing for a school conversation, our guides on how to prepare for parents’ evening and questions to ask teachers can help you organise your thoughts.
What should parents ask about an EHCP?
If school, professionals or you are considering an EHCP, ask questions that clarify whether an EHC needs assessment may be appropriate.
- Does school believe my child’s needs can be met through SEN Support?
- If yes, what exactly will be provided?
- If no, what support is needed that school cannot normally provide?
- What evidence shows my child is not making progress?
- Have outside professionals been involved?
- Would school support a request for an EHC needs assessment?
- What evidence should we gather?
- What are the risks if support does not increase?
- Could attendance, behaviour or emotional wellbeing deteriorate without more support?
You do not need to know all the legal language before asking these questions. You are entitled to ask for clarity.
Common misunderstandings about SEN Support and EHCPs
“My child needs a diagnosis before school can help.”
No. School should respond to needs, not wait for a diagnosis. A diagnosis can help, but it should not be the starting gun for all support.
“An EHCP means my child has to go to special school.”
No. Many children with EHCPs attend mainstream schools. The plan should identify the right provision and setting for the child’s needs.
“SEN Support is not real support.”
It should be real support. If SEN Support is vague or ineffective, the problem may be poor implementation, not the concept itself.
“Only children who are very far behind can have SEN.”
No. SEN can affect communication, attention, sensory processing, emotional regulation, social understanding, physical access and mental health, not just academic attainment.
“If school says no, parents cannot do anything.”
Parents can ask questions, request meetings, seek advice, use complaints processes where appropriate, and request an EHC needs assessment themselves if they believe it is needed.
What if SEN Support is not working?
If SEN Support is not working, ask for a review meeting. Try to be specific about what is not working. Is support not happening? Is it too infrequent? Is it not targeted to the right need? Is your child still not making progress? Is anxiety increasing? Is attendance worsening? Are behaviour incidents continuing?
Ask school to update the plan. The graduated approach means support should change if review shows it is not effective.
You might say:
“We agreed this support six weeks ago, but the same difficulties are continuing. Can we review what has happened, what progress has been made, and what needs to change?”
If school cannot meet the need through SEN Support, ask whether an EHC needs assessment should be considered.
What if school says there is no funding?
Funding is a real pressure for schools, but it should not be the end of the discussion. If your child has special educational needs, the school should identify what support is needed and what it can provide. If the support required goes beyond what the school can reasonably provide, that may be one reason to consider an EHC needs assessment.
Try to move the conversation from “there is no funding” to “what provision does my child need, and how can it be secured?”
What if you disagree with the school?
Disagreements happen. You may feel school is underestimating the problem. School may feel your child is coping. You may see distress at home that school does not see. The key is to keep communication clear and evidence-based.
Put concerns in writing. Ask for meetings. Request copies of plans and reviews. Ask for the SENCO to be involved. Share evidence from home. If needed, seek advice from SENDIASS, IPSEA or another specialist organisation.
If you feel the school has not followed proper processes, you may need to use the school complaints procedure. Our guide on school complaints explains when to raise a concern informally and when to make a formal complaint.
SEN Support, EHCPs and the wider SEND system
The SEND system in England is under significant pressure, and many families experience delays, disagreements and inconsistent support. There are also ongoing policy discussions about how the system should change. Because guidance and processes can develop, it is sensible to check current official information and get independent advice if you are making important decisions.
Useful external resources include:
- GOV.UK: Children with special educational needs and disabilities
- IPSEA
- Council for Disabled Children
- SENDIASS information from KIDS
Your local authority should also have a Local Offer website explaining SEND services, support and processes in your area.
A simple way to decide what to ask for next
If you are unsure whether your child needs SEN Support, stronger SEN Support or an EHCP, ask yourself these questions:
- Has my child’s need been clearly identified? If not, ask school to assess and explain what they think is happening.
- Is there a written support plan? If not, ask what support is being provided and how it will be reviewed.
- Is the support actually happening? If not, ask why and what will change.
- Is my child making progress? If not, ask for a review of the plan.
- Is my child coping emotionally and socially? If not, ask for wellbeing and pastoral needs to be considered too.
- Does school say it cannot meet the need from usual resources? If yes, ask whether an EHC needs assessment should be requested.
- Are needs complex, long-term or involving several professionals? If yes, an EHCP may be worth exploring.
Final thoughts
SEN Support and EHCPs are not rival options where one is “good” and the other is “bad”. They are different levels of support within the SEND system.
SEN Support should provide early, targeted help within school. For many children, it can be enough when it is planned properly, delivered consistently and reviewed honestly. An EHCP is for children and young people who need more support than is normally available through SEN Support, and it provides a legal framework for that support.
The most important thing is not the label on the paperwork. It is whether your child’s needs are understood, whether the right support is in place, whether progress is being reviewed, and whether your child can access school in a way that is safe, meaningful and realistic.
If you are worried, do not wait quietly and hope things improve. Ask for a meeting. Ask what support is in place. Ask how progress is measured. Ask whether SEN Support is enough. Ask whether an EHC needs assessment should be considered. And if you feel unsure, seek independent advice.
You may also find these AllSchools guides useful:
- The Ultimate Guide to SEN Support and EHCPs for Parents
- How to Know If Your Child Is Falling Behind at School
- Recognising Early Signs of ADHD
- Understanding Autism in Schools
- The Ultimate Guide to Dyslexia in Schools
- School Anxiety and Emotionally Based School Avoidance
- What to Do If Your Child Keeps Getting in Trouble at School
Frequently asked questions
Is SEN Support the same as an EHCP?
No. SEN Support is extra or different support provided by the school or college. An EHCP is a legal document issued by the local authority for children and young people who need more support than is normally available through SEN Support.
Does my child need to be on SEN Support before applying for an EHCP?
Many children are on SEN Support first, and evidence from SEN Support can help show what has been tried. But there is no simple rule that a child must spend a certain length of time on SEN Support before an EHC needs assessment can be requested.
Does my child need a diagnosis for SEN Support?
No. Schools should support needs, not wait for a diagnosis. If your child has difficulties with learning, attention, communication, sensory regulation, emotional wellbeing or school access, school should consider what support is needed.
Does my child need a diagnosis for an EHCP?
No diagnosis is automatically required. What matters is evidence of special educational needs and the provision required to meet them. A diagnosis can help explain needs, but it is not the only kind of evidence.
Is an EHCP legally binding?
Yes. An EHCP is a statutory legal document. The special educational provision set out in the plan must be arranged. This is one of the key differences between an EHCP and ordinary SEN Support.
Can a child with SEN Support get one-to-one help?
Sometimes, but not automatically. SEN Support is based on need and school resources. Some children may receive adult support for specific activities or times of day, but regular one-to-one support often requires clear evidence and may sometimes be considered as part of an EHCP discussion.
Can a child with an EHCP stay in mainstream school?
Yes. Many children with EHCPs attend mainstream schools. An EHCP does not automatically mean special school. The right setting depends on the child’s needs and the provision required.
Who decides whether my child gets an EHCP?
The local authority decides whether to carry out an EHC needs assessment and whether to issue an EHCP. Schools and professionals provide evidence, and parents and young people should be involved in the process.
Can parents apply for an EHCP themselves?
Parents can request an EHC needs assessment from the local authority. You do not have to wait for the school to request it, although school evidence can be very helpful.
What should I do if SEN Support is not working?
Ask for a review meeting with the teacher and SENCO. Ask what support has happened, what progress has been made, what will change, and whether outside advice or an EHC needs assessment should be considered.
What if the school says my child is coping but they fall apart at home?
Share evidence from home and ask school to consider masking, anxiety, sensory overload, unmet learning needs or emotional exhaustion. A child can appear calm in school while struggling significantly outside it.
Where can I get independent SEND advice?
Your local SENDIASS service can provide impartial information and advice. National organisations such as IPSEA and the Council for Disabled Children also provide helpful SEND resources for parents and carers.
