Support is in place. Your child is still struggling. What next?

“Distracted” or “refusing work” describes what someone sees, but not necessarily why it happens. Language processing, working memory, sensory overload, anxiety, task difficulty, literacy or planning needs may contribute.

Ask what evidence supports the current understanding and whether more information is needed. Avoid assuming that one behaviour proves a particular diagnosis.

A child who cannot retain verbal instructions may need smaller steps, visual prompts, written reinforcement, processing time and checks of understanding. General adult supervision may not address that barrier on its own.

Ask how each intervention or adjustment connects to the identified need.

Descriptions such as “adult support”, “regular check-ins” or “help when needed” leave important questions unanswered.

Clarify what happens, when, for how long, how often, who delivers it and what it should achieve.

Explore cancelled sessions, staff changes, missing adjustments and whether all teachers know the plan.

Also ask whether your child is expected to request support they cannot reliably request, or whether help only happens after distress escalates.

“Improve attention” or “improve confidence” needs a clearer description of the change being sought.

Agree a relevant starting point, the circumstances, support provided and a way to observe progress. Targets should be suitable for the individual child, rather than copied from a generic template.

Each review should use what has been learnt. Ask why the previous approach did not help, whether it was delivered, and what will be different next time.

The answer might involve changed provision, adjustments, specialist advice or further assessment.

Check relevant psychology, therapy, diagnostic, specialist teacher or other reports against the support plan.

Ask which recommendations are being used, where they are recorded, who is responsible and how their impact is reviewed. Sharing a report does not itself demonstrate implementation.

There is no single fixed timeframe. Consider whether the support has been delivered for long enough to evaluate its impact and whether concerns are improving or worsening. Explain increased difficulties rather than waiting automatically for the next routine meeting.

Ask what evidence shows its impact, whether it was delivered as intended and what will change if progress remains limited.

Ask the SENCo what happened, when, by whom and how consistently. Request a plan to address any gaps and agree how implementation will be checked.

Yes. Set out why you believe needs, provision, outcomes or review arrangements need updating, using relevant examples and evidence.

No. There is no requirement for every possible intervention to fail first. The assessment test considers whether a child has or may have SEN and whether provision through an EHCP may be necessary.

Ask for both perspectives to be recorded and considered alongside your child’s views, professional reports, progress evidence and the level of assistance required.

Yes. Our SEND Review & Action Plan examines the agreed evidence and identifies possible gaps, questions and next steps. It does not guarantee a school, local-authority or tribunal decision.