How to Request a School-Based Assessment

When to Consider Requesting an Assessment

If you are concerned about your child’s progress, behaviour, or wellbeing at school, you may want to ask the school to assess their needs. Every child develops at their own pace, but if you notice persistent difficulties — such as struggling with reading, finding it hard to make friends, becoming increasingly anxious about school, or displaying behaviour that seems out of the ordinary — it is reasonable to explore whether additional support might help.

You know your child best, and your observations and concerns are valuable. The SEND Code of Practice 2015 (Chapter 6) recognises that parents are often the first to notice when something is not quite right. Schools are expected to listen to parental concerns and to take them seriously.

A school-based assessment is usually the first step in identifying whether a child has special educational needs. It does not require a GP referral or a formal diagnosis. The assessment is carried out by the school, often led by the Special Educational Needs Coordinator (SENCO), and is designed to build a clearer picture of what the child finds difficult and what kind of support might help.

If the school identifies that a child has special educational needs, they will be placed on SEN Support, which is the first level of additional help available within the school. This is part of the graduated approach described in the SEND Code of Practice.

The Role of the SENCO

Every maintained school and academy in England must have a designated Special Educational Needs Coordinator (SENCO). The SENCO is responsible for coordinating the identification and provision of support for children with SEND within the school.

The SENCO is usually the best person to speak to if you have concerns about your child’s learning or development. They can explain what the school has already observed, what support is currently in place, and what further steps might be appropriate. In some schools, the SENCO may also be a class teacher or a senior leader, while in others it is a dedicated role.

Under the SEND Code of Practice, the SENCO should be involved in the strategic development of the school’s SEN policy, in supporting teachers to identify and meet pupils’ needs, and in liaising with parents and external agencies. If your child is placed on SEN Support, the SENCO will oversee the creation and review of their individual support plan.

If you are unsure how to contact the SENCO, the school office should be able to direct you. You can request a meeting by phone, email, or letter. It can be helpful to put your concerns in writing before the meeting so that there is a clear record of what you have raised.

The Graduated Approach: Assess, Plan, Do, Review

The SEND Code of Practice describes a four-stage cycle called the graduated approach, which schools should follow when a child is identified as needing SEN Support. The four stages are Assess, Plan, Do, and Review.

During the Assess stage, the school gathers information about the child’s needs. This might include classroom observations, standardised assessments of reading or numeracy, discussions with the child and parents, and input from the SENCO. The aim is to build a clear understanding of what the child finds difficult and why.

In the Plan stage, the school, parents, and (where appropriate) the child agree on the support that will be put in place. This is usually recorded in an individual support plan or provision map. The plan should set out specific, measurable targets and describe the interventions or adjustments that will be used.

The Do stage is when the plan is put into action. The class teacher, with support from the SENCO and any teaching assistants, delivers the agreed interventions. During the Review stage, the school evaluates whether the support has been effective and whether the child has made progress. If the child has not made the expected progress, the cycle begins again with a new assessment and a revised plan.

This cycle of Assess, Plan, Do, Review is intended to be ongoing, with regular reviews (typically termly) so that support can be adjusted as the child’s needs change.

What If the School Is Not Responsive?

Most schools are committed to identifying and supporting children with SEND, but there are situations where parents feel that their concerns are not being taken seriously or that the school is not acting quickly enough.

If you have raised your concerns with the class teacher and nothing has changed, the next step is usually to ask for a meeting with the SENCO. Put your concerns in writing and ask for a written response. Be specific about what you have observed and what you are asking the school to do — for example, “I am requesting that the school assesses my child’s reading skills and considers whether they may have special educational needs.”

If the SENCO is not responsive, you can escalate your concerns to the head teacher or the school’s governing body. You also have the right to contact your local authority’s SEND Information, Advice and Support Service (SENDIASS) for free, impartial advice.

It is worth knowing that you do not need the school’s agreement to request an EHC needs assessment from the local authority. If you believe your child’s needs are significant and the school is not providing adequate support, you can write directly to the local authority to request an assessment. The SEND Code of Practice is clear that parents have this right.

How ChildWize Can Support School-Based Assessments

ChildWize can help if you feel your child’s needs are not being fully identified or met at school. Our specialists can carry out assessments in areas such as speech and language, learning difficulties, behaviour, and emotional wellbeing that complement and add to the school’s own assessments.

A report from an independent specialist can provide additional evidence to share with the school and the SENCO. It can help to clarify the nature of your child’s difficulties, suggest specific strategies for the classroom, and support a request for SEN Support or an EHC needs assessment.

Our educational support specialists can also help you prepare for meetings with the school by talking through your concerns, helping you identify the key points you want to raise, and advising on what questions to ask. Many parents find it helpful to have this kind of preparation before a meeting, especially if they are feeling anxious or uncertain.

All sessions are available online through ChildWize, with no waiting lists and no need for a referral. If your child’s school is not meeting their needs, getting an independent view can be a valuable step.