Four concerns, different routes: helping parents find an assessment pathway
Updated: Oct 11
As a parent, I know why a clear next step matters. My care-work perspective also reminds me that different concerns need different assessments. This guide is designed to help families ask focused questions without being expected to diagnose their child.
Four different routes explained together, with questions to ask, evidence to gather and a referral tracker. Local services, age criteria and waiting times vary.
This guide is for parents and carers seeking a clear first step in England.
1. ADHD: discuss impact across settings
Speak with the teacher or SENCO and arrange a GP discussion about persistent concerns affecting everyday life. Describe attention, activity or impulsivity with examples from home and education, alongside strengths, sleep and other relevant difficulties. A GP or SENCO may help request referral, depending on the local pathway. Assessment is carried out by a specialist such as a paediatrician or child psychiatrist. Ask which service accepts children of your child's age, who submits the referral and how you will know it has been accepted. NHS Right to Choose may be relevant to some eligible referrals; ask the GP about the actual service and provider.
2. Autism: find the local child assessment route
Start with a GP, health visitor, SENCO or another professional who knows the child. Local autism assessment routes differ and some accept referrals from education or health visitors. Describe communication, social interaction, sensory experiences, routines and development without treating a checklist as a diagnosis. Ask what information the assessment team needs from family and school. Confirm receipt and acceptance, rather than assuming a conversation placed the child on a waiting list. Discuss useful support and adjustments during the wait.
3. Dyslexia: usually an educational assessment route
Discuss reading, spelling and literacy concerns with the teacher or SENCO and review support already in place. A screening tool can flag possible difficulty but does not itself provide a diagnosis. A specialist teacher or educational psychologist can carry out a diagnostic assessment. The NHS explains that a GP cannot diagnose dyslexia, although a GP can help investigate hearing, vision or other health concerns that may affect learning. Many diagnostic assessments are paid; ask the school or local service whether funded assessment is available without assuming that it will be.
4. Learning disability: discuss development and everyday skills
Learning disability affects learning and everyday functioning and is distinct from a specific learning difficulty such as dyslexia. If you are concerned about development, understanding or daily skills, speak with a GP or health visitor and the SENCO. Depending on the child and local pathway, community paediatrics, psychology or other specialists may be involved. Share developmental history and examples of support needed, not just attainment scores. Low school attainment alone does not establish a learning disability. Ask who will coordinate information across health and education.
5. Keep one tracker and continue support
For each referral, record the service, referrer, date sent, confirmation of acceptance, next expected contact and follow-up route. Keep a short strengths-and-needs summary, relevant reports and the child's views. Ask the school about adjustments and SEN support while waiting. A diagnosis and an EHCP are different processes; an EHC assessment can be considered on the statutory test without a diagnosis being a universal prerequisite. Seek appropriate health advice for new or worsening health concerns rather than waiting for a developmental appointment.
A practical question to ask
Can a GP refer every child for dyslexia diagnosis through the same service used for ADHD or autism?
Do not assume so. Dyslexia generally follows an educational assessment route involving a specialist teacher or educational psychologist. Ask the SENCO about local assessment and funding, and the GP about relevant health concerns.
Turn the guidance into a working checklist
Pick one relevant issue today. Record the evidence you have, the gap to resolve, who will act and when you will check progress. These are useful starting points:
• The concern is described through daily impact and strengths.
• The correct local age group and service are checked.
• The named referrer and submission date are recorded.
• Acceptance is confirmed, not assumed.
• School and family evidence are requested where relevant.
• Screening is distinguished from diagnosis.
• Cost or funding is checked before any private booking.
• Support and follow-up continue while waiting.
Free guide and next steps
The free PDF includes these lessons, a printable checklist, a working record and a reflection question. Use it to organise evidence and make your next conversation more focused.
If you would like help deciding where to start, book a free 30-minute consultation. We can discuss your setting, your questions and the support that may help.
Sources and scope
Reviewed 18 September 2026. General educational information for England, not an individual legal, immigration or clinical assessment. Follow the current official guidance and seek the appropriate professional advice for your circumstances.
Useful resources for this topic
If you would like a practical record to use alongside this article, the resources below explain their scope, format and price. Choose only the material that fits your circumstances; a completed template is a starting point for action and review.
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