What is SEN Support in School and How Is It Different from General Help? A Parent’s Guide

Your child’s teacher mentions “SEN support” or says your child is “on the SEN register.” What does this actually mean? How is it different from the help all children get in class? This guide explains the system clearly, based on official guidance and research, so you know what your child is entitled to and what to expect.

The Simple Answer

Simple answer: SEN support is help that is “additional to or different from” what most children get.

All children receive good teaching and everyday help in the classroom (called Quality First Teaching or Universal Provision). But some children need something extra or something different to make progress – that’s when SEN support begins.

According to the SEND Code of Practice, the official government guidance that all schools must follow, “A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age.”

Part 1: Understanding the Three Levels of Support

Schools in England provide support at three levels. Understanding these levels helps you see where your child fits and what they should receive.

Level 1: Universal Support (For ALL Children)

What it is: High-quality teaching available to every child in every classroom

Also called:

• Quality First Teaching (QFT)
• Universal Provision
• Ordinarily Available Provision

What it includes:

• Good teaching for all pupils
• Differentiated lessons (work adapted for different abilities)
• Clear instructions and visual aids
• Positive behaviour management
• Group work and peer support
• Regular assessment and feedback
• Extra time to process information
• Homework adjusted as needed

Who gets it: Every single child in the school

Does your child have SEN? No – this is just good teaching

Research from the Education Endowment Foundation shows that high-quality teaching is especially significant for learners from disadvantaged backgrounds and those with special educational needs.

Level 2: SEN Support (For Some Children)

What it is: Extra or different support for children who need more than universal provision

Also called:

• Targeted Support
• SEN Support
• The Graduated Approach

What it includes:

• Individual or small group interventions
• Regular meetings to review progress
• A written SEN support plan
• Specific teaching strategies for your child
• Support from teaching assistants
• Sometimes involvement of specialists (speech therapists, educational psychologists, etc.)
• Adjustments beyond normal differentiation

Who gets it: Around 13.3% of pupils in England (about 1.3 million children as of January 2025)

Does your child have SEN? Yes – they are identified as having Special Educational Needs

Level 3: Education, Health and Care Plan (For a Few Children)

What it is: Statutory support for children with complex or severe needs

Also called:

• EHCP
• Specialist Support
• High Needs Support

What it includes:

• Legal document outlining all support needed
• Coordinated support from education, health, and social care
• Additional funding beyond school’s budget
• Annual reviews with all professionals
• Often 1:1 support or specialist placement

Who gets it: Around 4.3% of pupils (about 500,000 children)

Does your child have SEN? Yes – with significant, complex needs

This article focuses on Level 2 (SEN Support) and how it differs from Level 1 (Universal Support).

Part 2: What Makes Something “SEN Support”?

The Key Question: Is It Additional or Different?

The SEND Code of Practice is clear: SEN support must be “additional to or different from” what is normally available.

Signs Your Child May Be on SEN Support:

• School has officially told you your child has SEN
• Your child is on the school’s “SEN register”
• You receive written SEN support plans
• You attend formal review meetings (at least termly)
• School discusses specific interventions “additional to” normal teaching
• Teaching assistant provides targeted support
• Outside specialists are involved (educational psychologist, speech therapist, etc.)

Important: According to the SEND Code of Practice, schools must inform parents when they are providing SEN support. If your child is on SEN support, you should know about it.

Part 3: The Graduated Approach (How SEN Support Works)

When a child needs SEN support, schools must use what’s called “the graduated approach” – a continuous cycle of assess, plan, do, and review.

This is set out in Chapter 6 of the SEND Code of Practice.

The Four-Stage Cycle

1. ASSESS

What happens:

• Teacher and SENCO (Special Educational Needs Coordinator) analyze your child’s needs
• Look at assessments, observations, work samples
• Gather your views as parents
• Listen to your child’s views (where appropriate)
• May involve specialist assessments

Key question: What exactly is preventing your child from learning as expected?

Parent involvement: School should discuss concerns with you and take your views seriously

2. PLAN

What happens:

• Agree clear outcomes (what we’re trying to achieve)
• Decide what support will be provided
• Plan must be shared with you in writing
• All staff working with your child told about the plan
• Set date for review

Key question: What will we do differently to help your child make progress?

Parent involvement: You must be notified when school decides to provide SEN support. You should receive a written plan.

According to the British Dyslexia Association, “Teachers must also inform parents when pupils without an EHCP receive additional support.”

3. DO

What happens:

• Planned support is put into action
• Class teacher remains responsible (even if teaching assistant delivers intervention)
• SENCO supports teacher
• Support is delivered as agreed

Key question: Are we doing what we said we’d do?

Parent involvement: You can ask how things are going

4. REVIEW

What happens:

• Formal review of progress toward outcomes
• Meeting with parents
• Discuss what worked and what didn’t
• Decide next steps

How often: The SEND Code of Practice says schools should meet with parents at least three times a year – so reviews should happen at least termly.

Parent involvement: You should be fully involved. Drop your observations from home into the discussion.

After the review: The cycle starts again at “Assess” with updated understanding of needs

Why It’s Called “Graduated”

The approach is “graduated” because support can increase (or decrease) based on what your child needs:

• Cycle 1: Try strategy A to Review to Some progress but not enough
• Cycle 2: Try more intensive strategy B to Review to Better progress
• Cycle 3: Continue strategy B with modifications to Review to Good progress, reduce support

Or support might increase:

• Cycle 1: Small group intervention to Not enough progress
• Cycle 2: 1:1 intervention + bring in specialist to Still struggling
• Cycle 3: Request EHCP assessment (Level 3)

Part 4: Who Decides If a Child Needs SEN Support?

The Process

1. Initial Concerns

• Teacher notices child not making expected progress despite good teaching
• OR parents raise concerns
• OR another professional (doctor, health visitor) raises concerns

2. Assessment

• Teacher and SENCO assess needs
• May involve specialist assessments

3. Decision

• School decides whether child needs SEN support
• Based on: Is universal provision enough, or do they need something additional/different?

4. Notification

• School MUST tell parents if providing SEN support
• Child added to SEN register
• Graduated approach begins

You Don’t Need a Diagnosis

This is really important: Your child does NOT need a formal diagnosis (like dyslexia, ADHD, autism) to receive SEN support.

According to Hertfordshire County Council’s guidance, “You don’t need a diagnosis for SEN support. It’s more about meeting the young person’s needs when they arise.”

Support is needs-led, not diagnosis-led. If your child is struggling and needs additional support, they should get it – whether or not there’s a medical label.

However, a diagnosis can sometimes help schools understand needs better and access specialist advice.

Part 5: What Support Might Your Child Receive?

SEN support varies hugely depending on needs. Here are some examples:

Teaching Strategies

• Multi-sensory teaching approaches
• Breaking tasks into smaller steps
• Pre-teaching vocabulary
• Alternative recording methods (typing instead of writing)
• Specific feedback on targets

Interventions and Programs

• Targeted literacy programs (phonics, reading comprehension)
• Numeracy interventions
• Speech and language programs
• Social skills groups
• Handwriting programs
• Emotional regulation support

Adult Support

• Teaching assistant support in class
• 1:1 sessions with specialist teacher
• Small group work
• Support with organization

Adjustments and Resources

• Specialist equipment (sloped board, pencil grips, fidget tools)
• Assistive technology (text-to-speech, speech-to-text)
• Modified materials (enlarged text, simplified language)
• Alternative testing arrangements

Specialist Involvement

• Educational psychologist
• Speech and language therapist
• Occupational therapist
• Specialist teacher (visual impairment, hearing impairment, etc.)
• Mental health support

Funding: Schools receive “notional SEN funding” to provide up to 180°C of additional support per child from their own budget. This should cover most SEN support needs.

Part 6: Your Rights as a Parent

What Schools MUST Do (Legal Requirements)

According to the SEND Code of Practice and the Children and Families Act 2014, schools must:

1. Use their “best endeavours” to meet SEN
   • This means doing everything they reasonably can
2. Inform parents when providing SEN support
   • You must be told
   • In writing
3. Involve parents and the child
   • Your views must be listened to
   • Child’s views considered (where appropriate)
4. Have a designated SENCO
   • Someone responsible for coordinating SEN support
5. Publish a SEN Information Report
   • On school website
   • Explains their SEN provision
6. Ensure all staff know about your child’s needs
   • Teachers and support staff informed
7. Arrange for children with SEN to participate in activities
   • Alongside children without SEN
   • Inclusion, not isolation

What You Can Expect

• Written plans: You should receive written information about your child’s SEN support
• Regular meetings: At least termly (three times a year minimum)
• Progress updates: How your child is doing toward agreed outcomes
• Your input valued: Your observations from home should inform planning
• Clear communication: Schools should explain what they’re doing and why

What to Do If You’re Unhappy

Step 1: Talk to the school

• Start with class teacher
• Then SENCO
• Then headteacher if needed

Step 2: Use school’s complaints procedure

• Every school has one
• Usually on website

Step 3: Get independent advice

• Contact your local SENDIASS (Special Educational Needs and Disabilities Information Advice and Support Service)
• Free, confidential, impartial advice
• Find yours at your local authority website

Step 4: If SEN support isn’t working

• You can request an Education, Health and Care needs assessment
• This might lead to an EHCP (Level 3 support)
• School or parents can request

Part 7: Common Questions and Myths

Q: Does SEN support mean my child is “behind”?

A: Not necessarily. SEN covers a wide range of needs – some children are “behind” academically, but others have specific learning differences (like dyslexia), social/emotional needs, physical disabilities, or sensory needs. Many children with SEN are highly able in some areas.

Q: Will SEN support follow my child forever?

A: No. Children can move on and off SEN support as needs change. If a child makes good progress and no longer needs additional support, they can be removed from the SEN register. SEN support is reviewed regularly – it’s not a permanent label.

Q: Does being on SEN support limit my child’s future?

A: Absolutely not. Many successful people had SEN support at school. Early intervention and appropriate support often help children reach their potential. SEN support is about removing barriers, not lowering expectations.

Q: Will other children know my child has SEN support?

A: Schools should handle SEN support sensitively. While children might notice if someone leaves class for an intervention, schools should foster inclusive cultures where difference is accepted. Many schools have multiple children receiving various types of support, so it’s normalized.

Q: Can I refuse SEN support?

A: Legally yes, you can withdraw consent for some aspects. However, ask yourself: Why would you? SEN support is designed to help your child succeed. If you have concerns about how it’s being delivered, talk to school about adjusting the approach rather than refusing help altogether.

Q: My child gets help in class but school says they’re not on SEN support. Is this right?

A: Possibly. Remember, all children receive differentiation (adjusted work) and universal support as part of good teaching. This doesn’t make them SEN. SEN support is when provision is formally additional to or different from universal provision, with a structured plan and review cycle.

Q: Do private schools have to provide SEN support?

A: Private schools don’t have to follow the SEND Code of Practice in the same way. They must comply with the Equality Act 2010 (reasonable adjustments for disabilities) but have more flexibility in how they support SEN. Check their SEN policy before choosing a private school.

Q: Can my child be on SEN support and also have an EHCP?

A: No. These are two different levels of support. If a child has an EHCP, they’re receiving Level 3 (specialist) support, not Level 2 (SEN support). However, they would have gone through SEN support before getting an EHCP.

The Bottom Line

Key Takeaways for Parents

1. SEN Support Is Different from Everyday Differentiation

• All children get good teaching and adapted work (Universal Support)
• Some children need something additional or different (SEN Support)
• It’s about formal, structured, reviewed provision – not just “a bit of extra help”

2. You Should Know If Your Child Is on SEN Support

• Schools MUST tell you
• You should receive written plans
• You should attend review meetings (at least termly)
• If you’re not sure, ask: “Is my child on your SEN register?”

3. The Graduated Approach Is the Framework

• Assess to Plan to Do to Review (repeat)
• Continuous cycle, not one-off
• Parents should be involved at every stage
• Support should be adjusted based on progress

4. You Don’t Need a Diagnosis

• Support is needs-led
• If your child is struggling and needs additional help, they should get it
• Diagnosis can help but isn’t required

5. SEN Support Is Not a Life Sentence

• Children can move off SEN support when they no longer need it
• It’s about providing the right support at the right time
• Having SEN support doesn’t limit future opportunities

6. You Have Rights

• To be informed and involved
• To have your views heard
• To receive clear information about support
• To challenge if support isn’t adequate
• To access independent advice (SENDIASS)

7. Schools Should Be Working With You, Not Doing Things To You

• You know your child best
• Your input is valuable
• Partnership between home and school works best

Further Information and Support

Official Government Resources

• SEND Code of Practice: 0 to 25 years – The official guidance
• Children with special educational needs and disabilities (SEND) – Parent-friendly overview
• Special educational needs in England – statistics

Parent Support Organizations

• Contact – For families with disabled children
• IPSEA – Independent Provider of Special Education Advice
• Council for Disabled Children
• SENDIASS – Your local Special Educational Needs and Disabilities Information Advice and Support Service (find via your council website)

Condition-Specific Charities

• British Dyslexia Association
• ADHD Foundation
• National Autistic Society
• Afasic – For children with speech and language difficulties

A Final Word

If your child needs SEN support, this is a positive thing. It means the school has recognized their needs and is putting structured help in place. With the right support, at the right time, children with SEN can and do thrive.

The key is good communication between you and school, regular monitoring of progress, and adjusting support as needed. You’re partners in helping your child succeed.

Know your child’s rights, stay involved, ask questions, and don’t be afraid to advocate for what your child needs.

References: This article is based on the Special Educational Needs and Disability (SEND) Code of Practice: 0 to 25 years (Department for Education, 2015), the Children and Families Act 2014, and guidance from local authority SEND services, educational charities, and research from the Education Endowment Foundation. All information current as of February 2026.