Feeling that your child may have SEND can be overwhelming, but there are clear steps to take to ensure they receive the right support. Acting early and working collaboratively with teachers, SENCOs, and other professionals makes a significant difference.
Parents are often the first to notice small changes in their child’s learning or behaviour. Trust your instincts; sharing your observations early can be the first step towards securing the right support.
Steps to Take if You Suspect Your Child Has SEND
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Talk to Your Child’s Teacher or Key Worker
Share your concerns, such as learning struggles, behavioural issues, speech delays, or sensory sensitivities. Ask if these patterns have also been noticed in school or nursery.
Teachers often notice things in structured classroom environments that parents might not see at home and vice versa. A joined-up picture between home and school makes support more accurate and effective.
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Speak to the School’s SENCO
As well as working with your child’s teacher/key worker, you can also request a meeting with the Special Educational Needs Coordinator (SENCO). SENCOs can help to assess and understand needs, and support with planning additional support.
Catherine Jewkes, TTS Expert added: “A SENCO isn’t just an administrator—they’re the bridge between your child, their teachers, and additional services. SENCOs can also be helpful in suggesting practical classroom strategies and resources, from sensory breaks to adapted materials, which can make daily learning more accessible.”
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Assessments or Observations
Speak with your child’s setting about whether they would benefit from any assessments, observations or referrals to external professionals, such as educational psychologists or speech and language therapists.
If they have already carried out some assessments, spending time to look through those together to understand what that means can also really help.
Assessments aren’t about labelling; they’re about really understanding your child’s additional needs so that the right support can be put in place. When the right professionals contribute, schools can create a learning environment that truly matches a child’s needs.
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Keep Records
Maintain notes of your own observations and the information you receive from others such as reports and communications. This helps build a complete picture of their needs.
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Support at Home
Think about your child’s needs and plan things for home that can help.
For example, if your child finds it hard to plan and organise themselves, introduce routines or visual schedules. If your child is finding their big emotions tricky, introduce planned calming time and some calm-down techniques they respond well to.
Ask the SENCO or their teacher for strategies that work at school or in the setting so you can reinforce these at home.
Catherine Jewkes, TTS Expert added: “Consistency between home and school is really powerful. Children create their own toolkit of strategies which they become confident using wherever and whenever they need. Even simple tools like visual timetables or sensory resources can create familiarity and reduce anxiety across different settings.”
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Keep in contact
Children’s needs change over time as they grow and develop. Keep reviewing strategies with your child’s school or setting.
Settings often follow an ‘asses – plan – do – review’ approach, so keep in contact with them and look at how things can be changed or adapted (if needed) so that they continue to be supportive.
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Request an EHC needs assessment (if needed)
A lot of children will make progress when they receive the additional support available through school. Teachers and SENCOs are very skilled in planning and providing this additional support.
However, if you, or your child’s setting/school are concerned that they are not making the progress you would expect despite the additional support they are receiving, you can request an Education, Health and Care needs assessment through your local authority.
This is asking the local authority to carry out an assessment of their needs to identify whether they need additional support over and above that which they have currently been receiving.
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Use Local Support Services
Explore your local authority’s SEND “Local Offer” and contact SENDIASS for independent guidance.
Early Intervention Strategies
Early support is vital. The earlier we can identify and recognise barriers or difficulties that a child may be facing, we can plan and put support in place. The goal is to minimise potential challenges and maximise each child’s strengths.
TTS Expert, Catherine Jewkes added: “The earlier a child’s needs are identified, the greater the progress we see. From adapted resources and tailored teaching to sensory-friendly environments, small changes can have long-lasting impact.”
Emotional Support for Parents and Children
Maintain open communication with school, attend workshops for SEND parents, and connect with support groups in your local area.
Parent wellbeing is crucial. When parents feel supported and equipped, children sense that confidence which helps to create a stronger foundation for learning.
Managing Emotional Wellbeing
- Focus on strengths and achievements
- Encourage a growth mindset
- Use positive self-talk strategies
- Celebrate effort as much as outcomes
Children with SEND flourish when their strengths are recognised alongside their challenges. Building confidence through all their achievements, even the small wins, fosters resilience and independence.
Coping Strategies for Parents
Build support networks, practice self-care, and seek professional guidance when needed. Mindfulness and open family communication can reduce stress.
Catherine Jewkes, TTS Expert said: “At times, parenting a child with SEND can feel overwhelming and potentially isolating, but you are not alone. Finding your own strategies alongside tools that work for your help really helps. Whether that’s peer support, mindfulness, or simply celebrating progress, can make a huge difference to family life.”
Final Thoughts
Supporting a child with SEND is a journey that requires patience, persistence, and partnership between home, school, and professionals.
When parents and educators work together, children with SEND don’t just receive support; they gain the tools and confidence to thrive. With the right resources, support, love and nurture in place, every child’s potential can shine.
This article has been written by TTS expert, Catherine Jewkes
Catherine is a former teacher, senior leader and qualified SENCo, having taught across many different year groups from Nursery to Year 6. She has also worked for a Local Authority leading and supporting a locality of over 70 mainstream and specialist settings from nurseries through to colleges, helping to develop and implement provision for their learners with special educational needs and disabilities (SEND).
