If you feel your child is struggling at school, you should first speak to the class teacher and/or the SENCo to find out the view of the school. SENAC have a sample Information request letter which you can use as a guide for questions to ask the school
Your child does not need to have a diagnosed condition or a Statement of Special Educational Needs to get extra help in school.
If you feel you need further support or advice you may wish to contact SENAC’s Advice Line
Graduated Response Framework
The EA has introduced a Graduated Response Framework (GRF) to provide guidance to schools and educational settings on how to identify and support children and young people with special educational needs and/or disabilities (SEND).
This system is designed to make it easier for schools to access support for a child in a timely manner, with a focus on early intervention. The following is our understanding of the GRF at time of writing – July 2025.
The Framework sets out the intervention and support available to schools within the context of the existing SEN Stages as identified in the “Special Educational Needs Code of Practice” (2020, draft version). It outlines a progression from meeting a child’s needs through whole school provision (reasonable adjustments/common strategies and approaches etc) through to special educational needs provision and more individualised, intensive support for a child at Stages 1, 2 and 3.
The Framework outlines a six -part continuous process to support a child’s or young person’s learning. This process includes the following stages: identify, plan, action, monitor, evaluate and review in response to progress. This is referred to as the IPAMER cycle. For more information see: Graduated Response Framework | SEND Plan
SEND Central – 028 9031 7777 – option 3 for SEN enquiries
The EA have set up a single point of contact for SEN advice and support. Parents can call this number for advice about their child’s SEND. Schools can use the number for direct advice or signposting to relevant guidance within the EA.
SEND Local Impact Teams (LIT)
These teams are a network of SEND multi-specialists in, for example, behaviour support and ASD support, who will work together as one team. The teams will be spread across the five Health Trust areas. Impact stands for Integrated, Multi-Specialist, Professionals, Actively, Collaborating, Together.
Each school will have a LIT key contact person. The LIT will decide the appropriate type of support needed and provide it accordingly. They will also review the effectiveness of the support and consider referrals to alternative support options if necessary.
Educational Psychology Service
Each school will continue to have a named educational psychologist. It is proposed that the educational psychologist and the LIT key contact will meet with individual schools to discuss children who require support and provide advice and guidance.
Request for Involvement
A school can make a Request for Involvement from the Local Impact Team for more in-depth advice/support via a school/EA portal. To have this request for involvement accepted, the school must provide documented evidence of the steps they have already implemented and their impact, including whole-school provisions and support at Stage 1 through the Personal Learning Plan or Individual Education Plan. Additionally, the school must have consulted with their educational psychologist regarding the referral.
Statutory assessment
The new framework accommodates situations where it is evident that a child needs a higher level of support than what the graduated response framework can provide, particularly when the child has exceptional needs that may require a Statement of Special Educational Needs. In these cases, schools can submit a direct application for a Statutory Assessment. Additionally, parents have the right to apply for a Statutory Assessment and have the right to appeal if their application is declined.
See link to the EA’s website for more information on the Graduated Response Framework | SEND Plan
The Code of Practice for identification, assessment and provision
The 1998 SEN Code-of-practice and the Supplement to the code outlines how help can be provided in school.
The Code of Practice sets out the processes used to help identify and assess your child’s educational needs and how that support will be provided. The 1998 Code of Practice remains the operative statutory guidance for assessing and providing for special educational needs.
Summary of the 3 Stage SEN Framework as recorded on the SEN Register
Note: Each stage brings with it a different level of support. Your child should be on the stage that provides the level of support to meet their individual needs.
New Stage 1: Your child will be placed on the SEN register. The Learning Support Coordinator (previously called the SENCo) will monitor your child’s needs and school provision. A Personal Learning Plan (PLP) will be written and reviewed twice a year.
New Stage 2: Your child can get school provision plus EA Pupil Support Service or HSCT Services. A child will only be recorded at this stage once provision is in place. The school can make a request for involvement from the Local Impact Team. When a child is undergoing a statutory assessment they will be recorded on stage 2.
New Stage 3: At this stage a Statement of SEN is issued, and the EA have a legal duty to arrange the provision as it is written in the statement.
The new Code of Practice for the new 3 Stage system is still to be released.
If your child remains on any of these stages and you feel they are not making progress you may wish to contact our Advice Line for further advice
Statutory Assessment
Most children’s needs can be met by their school however, some children may benefit from specialist help or require support that cannot be met effectively within the resources normally available to their school. This is when the EA, working with the school, parents and any other agencies will consider whether a statutory assessment of your child’s special educational needs is necessary.
As a parent you have the right to ask the EA to make a statutory assessment of your child’s special educational needs. The school and other professionals can also make a request for a statutory assessment. However, to safeguard your right to appeal, should the request be turned down, SENAC strongly advise that a parent makes the request. In the instance where the request has already been made by someone other than you, as the parent, you may wish to put in your own request as well.
While deciding whether to carry out a statutory assessment, the EA will look at evidence of the actions the school has already taken to meet your child’s difficulties. This includes looking at education plans, review notes and reports from outside specialists if involved. They should also consider the views of the parents and seek the views of your child or young person.
The EA must comply with a request from a parent to conduct a statutory assessment, unless:
- an assessment has already been done within the previous 6 months.
- or, having examined the available evidence they have decided that a statutory assessment is not necessary.
If the EA decides not to comply with your request, they must inform you in writing and give the reasons for their decision. Additionally, they must inform you of your appeal rights and explain how you can appeal.
Statement of Special Educational Needs
When the statutory assessment is completed, the EA may decide to issue a statement. A statement of special educational needs (SEN) is a legal document that sets out your child’s needs and the extra help that will be put in place to meet those needs. The EA will issue a Statement if they decide that the help your child needs cannot be provided for from the resources normally available to mainstream schools in your area.
