SEND Support is help for children and young people with Special Educational Needs and Disabilities who need extra or different support to learn, participate, communicate, regulate emotions, access the curriculum or manage education successfully.
Support should be based on the child or young person's individual needs, not only on the name of a diagnosis.
A child does not generally need a formal diagnostic label before an education setting begins responding to identified special educational needs.
Difficulties may affect learning, speech and communication, mobility, sensory processing, social interaction, emotional wellbeing, attention, organisation or other aspects of accessing education.
The purpose of support should be to identify barriers, put appropriate provision in place, measure whether it works and increase or change support where necessary.
This guide explains SEND Support in full, including the graduated approach, written support plans, reasonable adjustments, professional involvement, early years, college support, EHCP pathways, legal rights, evidence, records, complaints and independent advice.
Important — “SEND Support” Mainly Refers to England
The term SEND and the specific SEN Support/EHCP framework described in the SEND Code of Practice applies to England.
Wales, Scotland and Northern Ireland use different legal terminology and statutory systems.
England
Special Educational Needs and Disabilities.
- SEN Support
- SENCO
- Local Offer
- EHCPs
Wales
Additional Learning Needs.
- ALN
- ALNCo
- Additional Learning Provision
- Individual Development Plans
Scotland
Additional Support for Learning.
- Additional support needs
- Planning and support
- Co-ordinated Support Plans where criteria are met
Northern Ireland
Special Educational Needs.
- School-based SEN support
- Education Authority
- Statutory assessment
- SEN Statements
Current SEND Position — September 2026
The government consulted during 2026 on proposed changes to the SEND system.
Those reform proposals do not mean that existing SEND duties, SEN Support or EHCP rights have disappeared.
Government reform information states that the current system, duties, rights and funding routes remain in place until new legislation comes into force.
Government proposals also state that there will be no changes to support received through existing EHCPs before at least September 2030.
1. What is SEND Support?
SEND Support is extra or different educational support provided when a child or young person has special educational needs.
It may be provided in:
Early Years
- Early years settings
- Nurseries
- Preschools
- Childcare settings receiving relevant public funding
Schools
- Primary schools
- Secondary schools
- Academies
- Alternative provision
- Specialist settings
Post-16
- Further education colleges
- Sixth-form settings
- Some training providers
- Specialist post-16 provision
SEND Support May Help With
- Learning difficulties
- Dyslexia
- Literacy
- Numeracy
- Memory
- Speech
- Language
- Communication
- Social communication
- Interaction
- Autism
- ADHD
- Developmental conditions
- Executive-function difficulties
- Social, emotional and mental health needs
- Emotional regulation
- Anxiety
- School-related distress
- Physical disability
- Mobility
- Hearing impairment
- Vision impairment
- Sensory needs
- Medical needs affecting education
- Personal care
- Fatigue
- Access to the curriculum
A child with a medical condition may also have SEN if the condition creates a learning difficulty or disability requiring special educational provision.
Other duties, including disability equality duties and arrangements for supporting pupils with medical conditions, may also apply.
2. When Should SEND Support Be Put in Place?
SEND Support should be considered when there is evidence that a child or young person is experiencing educational barriers requiring extra or different provision.
Learning & Communication
- Not making expected progress
- Learning significantly harder than peers
- Speech or communication difficulties
- Difficulty understanding instructions
- Memory or processing difficulties
Attention & Organisation
- Difficulty maintaining attention
- Difficulty starting work
- Difficulty organising tasks
- Frequently losing information or equipment
- Executive-function difficulties
Emotional & Social
- Emotional-regulation difficulties
- Social-interaction difficulties
- Anxiety affecting participation
- Repeated distress
- Difficulty coping with demands
Access & Attendance
- Sensory barriers
- Physical-access barriers
- Disability-related barriers
- Attendance difficulties linked to unmet needs
- Difficulty accessing lessons safely
SEND Support is about identified educational need.
Schools should not simply leave a child unsupported because an autism, ADHD, dyslexia, DLD or other assessment is still pending.
A diagnosis can provide useful evidence, but it is not the only evidence of special educational need.
3. The Graduated Approach — Assess, Plan, Do, Review
In England, the SEND Code of Practice describes a graduated approach to understanding and meeting SEN.
Assess
Build a clear understanding of the learner's needs.
- Teacher observations
- Progress data
- Parent views
- Child or young person's views
- Previous records
- Professional advice
- Screening or assessment information
- Attendance information
- Behaviour information where relevant
Plan
Agree what will happen next.
- What support will be provided
- Who will provide it
- How often
- Expected outcomes
- Adjustments needed
- How impact will be measured
- Review date
Do
Deliver what has been agreed.
- Adapted teaching
- Small-group work
- Individual intervention
- Visual support
- Assistive technology
- Communication support
- Emotional-regulation support
Review
Measure the difference support has made.
- Has progress improved?
- Are outcomes being reached?
- Are needs accurately understood?
- Is provision happening consistently?
- Does support need changing?
- Are specialists needed?
- Should statutory assessment be considered?
The purpose of review is to decide whether support is effective and whether the assessment, provision or level of support needs to change.
4. SEND Support Plans
Schools use different names for written SEN Support documents.
They may be called:
- SEN Support Plan
- SEND Support Plan
- Individual Education Plan
- Learning Plan
- Pupil Passport
- One Page Profile
- Provision Plan
- Individual Support Plan
- Communication Plan
The name matters less than whether the plan clearly records the child's needs and support.
A Useful Written Plan Should Include
- Identified needs
- Strengths and interests
- Barriers to learning
- Child or young person's views
- Parent or carer views
- Support strategies
- Reasonable adjustments
- Targets or outcomes
- Named staff responsible
- Frequency of provision
- Review date
Families should be able to understand what is being provided and what the setting expects the support to achieve.
5. Types of SEND Support
Learning Support
- Small-group teaching
- Targeted interventions
- Extra explanation
- Chunked tasks
- Adapted resources
- Pre-teaching
Communication Support
- Speech and language strategies
- Visual aids
- Communication boards
- Symbols
- Alternative communication
- Social communication support
Emotional Support
- Regulation plans
- Safe spaces
- Trusted adult support
- Mentoring
- Pastoral support
- Wellbeing planning
Sensory Support
- Quiet spaces
- Movement breaks
- Reduced sensory overload
- Seating adjustments
- Appropriate sensory equipment
Physical Access
- Adapted equipment
- Accessible classrooms
- Personal-care planning
- Mobility support
- Accessible facilities
Organisation
- Visual timetables
- Homework planners
- Checklists
- Reminder systems
- Task planning
- Equipment support
A strategy that works for one autistic child, one child with ADHD or one child with dyslexia will not necessarily be right for another.
6. Reasonable Adjustments
SEN Support and reasonable adjustments are related, but they are not exactly the same legal concept.
Where a learner is disabled for the purposes of equality law, education providers may have a legal duty to make reasonable adjustments to avoid substantial disadvantage.
Learning
- Accessible materials
- Alternative formats
- Extra processing time
- Alternative ways to show learning
Environment
- Reduced sensory demands
- Alternative seating
- Quiet work area
- Accessible rooms
Communication
- Written instructions
- Visual information
- Communication aids
- Additional processing time
Routine
- Flexible routines where reasonable
- Planned movement breaks
- Transition support
- Advance warning of change
Technology
- Assistive technology
- Text-to-speech
- Speech-to-text
- Alternative recording methods
Behaviour Policies
Disability-related needs may need to be considered when behaviour policies and sanctions are applied.
Extra time, rest breaks or other exam arrangements depend on the applicable assessment rules, evidence of need and normal way of working.
7. SEND Support and EHCPs
SEND Support is different from an Education, Health and Care Plan.
Many children have their needs met through ordinary SEN Support.
Others may require an EHC needs assessment where their needs or required provision may be beyond what can reasonably be secured through ordinary support.
An EHC Needs Assessment May Need to Be Considered Where
- Progress remains limited despite purposeful support
- Needs are significant
- Needs are complex
- Multiple professionals are involved
- Specialist provision is required
- The setting cannot ordinarily provide what is needed
- Attendance is seriously affected by unmet needs
- Wellbeing is seriously affected
You do not have to wait for the school to agree to make the request.
Local authorities will normally want to understand:
- The child's needs
- Support already tried
- Duration and frequency of support
- Progress made
- Professional advice
- Why further provision may be required
8. Working with the SENCO
In English schools, the Special Educational Needs Coordinator — SENCO — helps coordinate SEN provision.
Questions Families Can Ask
- What needs have been identified?
- What evidence is being used?
- What support is currently provided?
- Who delivers it?
- How often?
- How is progress measured?
- When is the next review?
- Are reasonable adjustments in place?
- Should specialists be involved?
- Should statutory assessment be considered?
The SEND Code says schools should talk to parents regularly about outcomes, progress and support.
For pupils receiving SEN Support, the Code says schools should meet parents at least three times each year.
Record:
- Date
- Who attended
- What was discussed
- What was agreed
- Who is responsible
- Deadlines
- Review date
9. External Professional Support
Where needs are more complex or progress remains limited, outside professional advice may help.
Learning
- Educational Psychologist
- Specialist teacher
- Learning-support advisory services
Communication
- Speech and Language Therapist
- Communication specialists
- Hearing-support services
Physical & Sensory
- Occupational Therapist
- Physiotherapist
- Vision-support service
- Mobility specialists
Health
- Paediatrician
- GP
- School nurse
- Other specialist health services
Mental Health
- School mental-health support
- CAMHS where appropriate
- Other local mental-health services
Family & Social Support
- Early Help
- Family services
- Social care where appropriate
- Local disability support
If school says a referral has been made, families can ask:
- When was it sent?
- Who was it sent to?
- Was it accepted?
- What is the expected timescale?
- What support is being provided while waiting?
10. SEND Support in Early Years
Early identification can be particularly important during the first years of a child's development.
Possible Support
- Early years SENCO
- Individual planning
- Adapted play
- Communication strategies
- Developmental support
Health Support
- Health visitor
- Developmental reviews
- Speech and Language Therapy
- Community paediatrics where appropriate
Family Support
- Portage where available
- Family Hubs
- Early Help
- Parent support
11. SEND Support in College and Further Education
Special educational needs do not disappear when a young person leaves school.
Further education settings may provide support such as:
- Learning support
- Study-skills support
- Literacy or numeracy support
- Assistive technology
- Accessible materials
- Communication support
- Personal-care support
- Mobility support
- Transition planning
- Exam access arrangements where eligible
- Reasonable adjustments
- Alternative methods of recording work
- Travel-support advice
- Careers advice
- Preparation for adulthood
- Support through an EHCP where applicable
- Specialist provision where required
- Multi-agency support
12. SEND, Attendance, Behaviour & Distress
Unmet SEND can sometimes appear through behaviour, emotional distress or difficulty attending school.
Possible Signs of Unmet Need
- Increasing anxiety
- Repeated shutdowns
- Meltdowns or distress
- Avoiding certain lessons
- Refusal or inability to attend
- Repeated sanctions
Questions to Ask
- Has SEND been identified?
- Are adjustments working?
- Is the environment accessible?
- Is bullying involved?
- Is the work appropriate?
- Is additional support required?
Before assuming a child is choosing not to comply, consider whether communication, sensory, emotional, learning or executive-function needs are contributing.
Current statutory attendance guidance in England recognises that some pupils face greater barriers to attendance and expects schools, families and relevant services to work together.
13. Legal Rights
SEND rights in England arise from several overlapping legal and statutory frameworks.
Children and Families Act 2014
Contains major statutory duties relating to SEN, EHC assessments and EHC plans.
SEND Code of Practice
Statutory guidance for specified education, health and local-authority bodies.
Equality Act 2010
Provides disability-discrimination protection in England, Wales and Scotland.
Education Law
Other education duties may apply depending on the setting and issue.
Human Rights
Human-rights principles may be relevant in some education decisions.
Data Protection
Children and families have information rights relating to personal data and education records.
The Children and Families Act 2014 requires the responsible body for relevant mainstream settings to use its best endeavours to secure the special educational provision called for by a pupil's SEN.
14. Education Records & Information
Families may need records to understand what support has been assessed, planned or delivered.
Useful Records Can Include
- SEN Support Plans
- Provision maps
- Review notes
- Meeting minutes
- Progress data
- Assessment results
- Attendance records
- Behaviour records
- Professional reports
- Referral information
- Emails
- Educational Psychology records
The Information Commissioner's Office explains that the right to personal data under UK GDPR and a parent's separate right to educational records are not exactly the same.
The detailed rules vary between England, Wales, Scotland and Northern Ireland and by type of school.
15. Evidence Standards
Good evidence helps identify needs, monitor provision and show when additional support is required.
Education Evidence
- School reports
- Progress data
- Reading assessments
- Maths assessments
- Examples of work
- SEND Support Plans
Attendance & Behaviour
- Attendance records
- Late marks
- Behaviour logs
- Suspension records
- Pastoral records
Professional Evidence
- Medical reports
- Diagnostic reports
- Therapy reports
- Educational Psychology reports
- Specialist-teacher reports
Family Evidence
- Parent diary
- Emails
- Meeting notes
- Home observations
Learner's Voice
- Child's views
- Young person's views
- Communication preferences
- Aspirations
Provision Evidence
- Interventions tried
- Frequency
- Duration
- Staff involved
- Outcome data
A Strong Evidence File Should Answer
Need
What difficulty or barrier exists?
Impact
How does it affect education and participation?
Support
What has genuinely been tried?
Next Step
What additional provision or decision is requested?
A plan saying that a child will receive an intervention is not evidence that the intervention actually happened.
Where possible record:
- Date
- Duration
- Frequency
- Staff member
- Outcome
16. Accountability & Complaints
If SEND Support is not working, is not being delivered or needs are not being addressed, families can take structured steps.
Explain the concern and ask what support is currently in place.
Ask what needs have been identified and what evidence supports the school's view.
Request a written plan showing provision, frequency, outcomes and review date.
Compare what was expected with what actually happened.
GOV.UK advises parents concerned about a school's SEN Support to first speak with the SENCO and then use the school's formal complaints procedure if the issue is unresolved.
EHCP appeals and disability-discrimination claims can have their own legal time limits.
GOV.UK states that school disability-discrimination claims to the SEND Tribunal should normally be submitted within six months of the discrimination.
17. Advocacy & Independent Support
Families do not have to understand the SEND system alone.
SENDIASS / IASS
Local impartial information, advice and support for children, young people and parents in England.
Support Outside England
Wales
Welsh Government ALN guidance explains identification, IDPs, rights, disagreement resolution and appeals.
Northern Ireland
The Education Authority provides SEN information and services for families.
18. Official Sources & Quick Help Directory
The main SEND Support information is already explained on this page. The links below allow families to check official guidance or contact specialist support directly.
England — SEND
Equality & Accessibility
Complaints
Independent SEND Advice
Records & Data
Key Message
SEND Support should be early, practical, evidence-based and reviewed regularly.
Children and young people should not have to struggle for a long period before their educational needs are recognised.
Support should respond to individual need rather than simply waiting for a diagnosis.
Families should know what support has been agreed, who will provide it, how often it should happen and when progress will be reviewed.
Where support is not working, the response should not be to repeat the same unsuccessful provision indefinitely. Needs should be reassessed and support should be changed or increased where necessary.
Reasonable adjustments should be considered where disability creates barriers to education.
Where ordinary SEN Support may not be enough, parents and schools can consider whether an Education, Health and Care needs assessment is appropriate.
Clear written evidence, regular reviews and records of what provision was actually delivered can help families understand whether needs are being met.
Children, young people and families should be involved in decisions about the support intended to help them learn, participate and achieve.
Right First Time UK — Information Notice
Right First Time UK provides general public information, awareness resources and signposting.
We are not a nursery, school, college, local authority, NHS service, SEND Tribunal, law firm or regulated legal advice provider.
Special educational needs and disabilities affect individuals differently. Support should therefore be based on the needs and circumstances of the individual child or young person.
The SEN Support and EHCP information on this page mainly describes the system in England. Wales, Scotland and Northern Ireland use different education systems and legal terminology.
Always check current official guidance and seek appropriate education, health, SEND or legal advice where required.