If your child needs SEND support, the right school choice is often about systems: how quickly needs are identified, how consistently support is delivered, and how well the school communicates.
This guide focuses on practical steps you can take: what to document, what to ask, and how to understand the difference between SEN support in school and an EHCP.
Key takeaways
- Specifics beat brochures: ask how support is delivered and reviewed.
- Evidence and written communication make processes smoother.
- Choose schools with strong systems and honest capacity.
In this guide
Understand what SEN support looks like day-to-day
Every school describes SEND provision in positive terms. The differentiator is how it works in practice: who owns it (SENCO and class teachers), how progress is reviewed, and what interventions are available.
When you visit, try to get specifics: frequency of interventions, how adjustments are communicated to staff, and how parents are updated.
Evidence and communication: your biggest leverage
If you need extra support or an EHCP assessment, evidence is everything. Keep a dated log of needs, interventions tried, what helped, and what did not.
Clear communication reduces friction. Aim for written summaries after meetings and confirm agreed actions by email.
EHCP pathway: what it is and what it is not
An EHCP is designed for children with more complex needs who require provision beyond what a mainstream school can normally provide. The process can be slow, so early preparation matters.
Focus on outcomes and provision: what support is required, how often, delivered by whom, and what success looks like. This makes conversations and documentation clearer.
Choosing a school: fit, capacity, and honesty
Some schools have excellent intent but limited capacity. Look for honesty about what they can support and how they escalate when needs increase.
The right environment (calm routines, staff consistency, strong pastoral support) often matters as much as specialist interventions.
A simple plan you can follow
Use this as a lightweight workflow as you shortlist, visit, and decide.
- Document needs, strengths, and examples with dates.
- Meet the SENCO and ask for the support workflow and review cadence.
- Collect relevant evidence (school notes, reports, professional input).
- If needed, prepare for an EHCP assessment request with clear outcomes.
- Plan transitions early so support carries across.
Practical templates
Use these lists as prompts on open days and when comparing schools side-by-side.
- SENCO contact and meeting arranged.
- Provision map understood (what support exists and how often).
- Evidence log maintained (emails, meetings, progress notes).
- Review cadence agreed and written down.
- Transition plan discussed (especially between phases).
- Who is the SENCO and how often are plans reviewed?
- What interventions are available and how is impact measured?
- How do you support anxiety, sensory needs, or behaviour needs day-to-day?
- How will progress and adjustments be communicated to parents?
- What does a good transition plan look like here?
- Relying on verbal promises instead of written plans and evidence.
- Waiting too long to escalate when support is not working.
- Not linking evidence to outcomes and provision requests.
- Underestimating timelines for assessments and transitions.
Use this with Schoolboard
Turn the guide into a shortlist you can compare on the map and school pages.
- Use Schoolboard to shortlist schools, then validate SEND support quality via SENCO conversations.
- Compare schools using the same question list to get clearer answers.
- Keep backup options open early; capacity varies by area.