Support at school is not happening

Timing

What this page covers

Turning “it’s not working” into something written down — what was agreed, what’s happening, and since when — is what makes this actionable.

Evidence to gather

• Any written record of the agreed supportA support plan, a review record, or an email confirming what would happen.
• A dated communication logWho you spoke to, when, and what was said, kept in one place.
• Progress information from schoolIt shows whether the support in place is actually making a difference.

The steps

1. 1

   Write down what was agreed and what is happening

   Two short lists — what was promised, and what your child actually gets — are more useful than a long description of how it feels.

2. 2

   Ask the SENCO for the support in writing

   What the support is, how often it happens, who delivers it, and from when. A request for this in writing is reasonable and normal.

3. 3

   Ask where you are in the support cycle

   Schools are expected to assess needs, plan support, deliver it and review whether it worked, going round again if it did not. Ask when the last review was and when the next one is.

4. 4

   Escalate in writing if nothing changes

   Follow the stages in the school’s own complaints procedure; they are set out in that document rather than fixed nationally. If a disabled child is being put at a substantial disadvantage, say so in writing — that raises duties under the Equality Act 2010, which carries its own route and its own time limit.

5. 5

   You can ask for an EHC needs assessment at any time

   You, the school, or the young person can ask the council to assess. The cycle does not have to be finished first: the test is whether your child may have special educational needs that may need provision through an EHC plan.