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The Assess, Plan, Do, Review approach

Assess: Your child’s difficulties must be assessed so that the right support can be provided. This should include, for example, asking you what you think, talking to professionals who work with your child (such as their teacher), and looking at records and other information. This needs to be reviewed regularly so that the support provided continues to meet your child’s needs. That might mean getting advice and further assessment from someone like an educational psychologist, a specialist teacher or a health professional.

Plan: Your school or other setting needs to agree, with your involvement, the outcomes that the SEN support is intended to achieve – in other words, how your child will benefit from any support they get – and you need to be involved with that. All those involved will need to have a say in deciding what kind of support will be provided, and decide a date by which they will review this so that they can check to see how well the support is working and whether the outcomes have been or are being achieved.

Do: The setting will put the planned support into place. The teacher remains responsible for working with your child on a daily basis, but the Special Educational Needs co-ordinator (SENCO) and any support staff or specialist teaching staff involved in providing support should work closely to track your child’s progress and check that the support is being effective.

Review: The support your child receives should be reviewed at the time agreed in the plan. You can then decide together if the support is having a positive impact, whether the outcomes have been, or are being, achieved and if or how any changes should be made. Your school or other setting can use the Local Offer to see what help is available that may help achieve your child’s outcomes. Further information You can find out more about SEN support by contacting your child’s education provider, or by contacting Information, advice and support service Manchester . You can also find out more from Chapters 5, 6 and 7 of the 0-25 SEND Code of Practice.