Waiting for an assessment can leave families unsure what to ask for in the meantime. The most useful starting point is the difficulty a child is experiencing now: following instructions, managing the learning environment, reading a task or accessing the school day. Those observations can inform educational support while assessment questions remain open.
This article concerns education in England. A clinical assessment, school assessment and EHC needs assessment are different processes. None should be treated as a promise of a particular diagnosis, placement or funding decision.
Describe the need without trying to supply a diagnosis
Write down what happens in specific situations. Include the activity, what appears difficult, the effect on participation and anything that helps. “Often upset after school” is important information; adding when it happens and what the child says can make the next conversation more useful.
Avoid presenting a suspected diagnosis as confirmed. You can explain that an assessment is pending and still give a clear account of educational needs. Include strengths and successful activities so that the record is not solely a list of difficulties.
Ask the child how they would like their experience described. They may be comfortable explaining a task privately but not discussing it in a meeting. Keep their words separate from adult interpretation.
Ask what can be adjusted now
Arrange a conversation with the teacher or SENCo about the barriers you have identified. Ask which changes can be tried through the school's current support processes and how their effect will be checked.
Possibilities might include clearer written instructions, a predictable arrival routine, explicit teaching of missing skills or a different way to demonstrate understanding. A change should match an observed need rather than a general list of strategies associated with a suspected condition.
The SEND Code of Practice describes a graduated approach to SEN support, using an assess, plan, do and review cycle. Support discussions can focus on identified educational difficulties rather than waiting for a diagnostic label. The exact support required depends on the circumstances.
If disability-related access is relevant, ask how the school is considering reasonable adjustments. The Department for Education's Equality Act advice explains the framework for schools; it does not mean every requested change is automatically required in every case.
Keep the support plan short enough to use
A practical record can answer five questions:
- What is the current difficulty and starting point?
- What change will be tried, and why?
- Who will provide it and in which lessons or situations?
- What will show whether it is helping?
- When will the family, learner and school review it?
For example, a fictional learner completes verbal explanations but rarely begins written work. The teacher agrees to model one sentence and provide a short planning prompt. The record notes whether the learner starts, what help they need and how clearly they express the idea. It does not simply count completed pages.
If progress is limited, first check whether the planned support was available consistently. Then consider whether the barrier was understood correctly, whether the teaching needs changing or whether further advice is needed. A trial that does not help is information for the next decision.
Prepare useful evidence for assessment conversations
Keep a few dated work samples and brief observations, including examples from more than one situation where relevant. Record the assistance provided. A successful piece completed with substantial support should not be described as independent work.
Ask the SENCo to clarify which assessment route is being discussed, who is responsible for the next step and what information is needed. Our guide to preparing for a learning review can help you organise questions for the next support discussion. Local SEND information, advice and support services can also offer impartial guidance about processes.
Do not let gathering evidence become a requirement to recreate every difficult moment. Focus on what helps professionals understand needs and make decisions.
Keep learning moving while the questions are explored
Continue reviewing access to teaching, participation and the child's experience. If circumstances worsen, raise that change promptly rather than waiting for the next appointment or planned review.
Our SEND support information for parents can help you explore educational options. You can also discuss your child's current learning needs with Reconnect Learning, while the appropriate school and assessment processes continue.