What can we do now? Support before and alongside an EHCP request
Updated: Oct 11
From a parent and care-work perspective, I value a plan that tells everyone what will happen next. Families should not be left with only a suggestion to wait, and staff need a clear way to record whether support is helping.
Practical steps to organise support now, record its impact and decide what further assessment may be needed. This is not a list a family must complete before requesting an EHC needs assessment.
This guide is for parents, carers and education staff planning SEN support in England.
1. Start with the difficulty and the strength
Arrange a conversation with the teacher or SENCO. Describe what the child enjoys, where they succeed and which tasks or parts of the day are difficult. Bring a few dated examples and invite the child's views. Ask how the setting has assessed learning, communication, physical, sensory or emotional needs and whether other advice is required. Support should be based on need; do not assume a diagnosis must come first.
2. Agree a small written support plan
Choose specific adjustments linked to the difficulty. Examples include breaking instructions into steps, accessible learning materials, checking understanding, structured reading support or preparation for transitions. Agree who will provide support, how often and the review date. Ask what staff need to know across lessons or handovers. Avoid promising a particular intervention will suit every child; professional assessment and the child's response should guide the approach.
3. Use assess, plan, do and review
Assess the starting point, plan the support, put it into practice and review the result with the child and family. Record the support actually delivered, not only the timetable that was intended. Agree what improvement would look like in access to learning, participation or wellbeing. If something did not help, consider whether it was the wrong support, was not delivered consistently or whether further assessment is needed. Keep useful evidence concise and organised.
4. Seek the right advice while support continues
Ask the SENCO about relevant specialist advice and the local authority's Local Offer. Depending on the concern, a GP, health visitor, speech and language service or other professional may be involved. Referral routes and eligibility vary locally. Ask who is referring, what evidence is needed and how acceptance will be confirmed. Schools and families can continue appropriate adjustments while awaiting an assessment; a waiting list should not mean no support.
5. Know when to consider an EHC assessment
If a child has or may have SEN and it may be necessary for provision to be made through an EHC plan, consider an assessment request under section 36. A diagnosis, school agreement or completion of every possible intervention is not a universal legal prerequisite. Evidence of support and its impact is useful, but this guide must not be used as a barrier to a request. Ask your local SENDIASS for help understanding the process and keep track of decisions and dates.
A practical question to ask
Must every intervention be tried and fail before a parent can request an EHC needs assessment?
No. Useful SEN support and evidence can run alongside a request. Apply the statutory assessment test rather than inventing a fixed sequence that every family must finish.
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:
• A teacher or SENCO discussion has a written record.
• The child's strengths and views are included.
• Adjustments are linked to specific needs.
• Frequency, responsibility and review date are agreed.
• Delivery and impact are recorded separately.
• Referral responsibility and follow-up are clear.
• Support continues during waits where appropriate.
• The EHC assessment threshold is considered without an invented waiting rule.
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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