For Support, requests, school meetings and annual reviews.
| Area | What it means | Support/Provision examples | Parent direction | Sources |
|---|---|---|---|---|
| Support | Support a school must consider when a child has special educational needs but no . | Assess-plan-do-review cycles, clear targets, visual supports, strategies, support, differentiated tasks, sensory/motor support. | Ask for written Support plan and review dates. | ; needs assessment |
| request | Ask for an needs assessment when needs may require special educational provision beyond normal school resources. | Include diagnosis, professional letters, school evidence, therapy needs, care/medical needs and parent views. | Use template and keep proof of submission. | needs assessment |
| Section B | Needs section. It should describe every education need clearly, including speech/language, cognition, physical, social, sensory and independence needs. | Needs must link to provision in Section F. | Challenge vague wording if needs are missing. | |
| Section F | Educational provision section. This should be specific, quantified and enforceable. | Examples: direct time, programme, visual resources, small-group teaching, trained staff, personal care support. | Avoid wording like 'access to', 'opportunities for', 'as required' unless very clear. | |
| Speech and language support | Many pupils need targeted communication support across the whole day, not just therapy sessions. | Total communication, signing, visuals, AAC, pre-teaching vocabulary, processing time, speech clarity work. | Ask school how advice is embedded daily. | how to help CYP;See and Learn |
| Learning profile | Learners may have stronger visual learning and challenges with auditory memory, expressive language and abstract concepts. | Use visual prompts, written key words, repetition, concrete resources and short steps. | Do not lower expectations; adapt teaching. | Down Syndrome Education International;DSUK Starting School |
| Reading and literacy | Many children with Down syndrome can benefit from early reading/word recognition approaches to support language. | Use high-interest words, matching, visual memory strengths and repeated practice. | Ask school to use evidence-based DS-specific strategies. | Down Syndrome Education International;See and Learn |
| Numeracy | Counting, number language, memory and abstract concepts may need structured visual and hands-on support. | Use concrete-pictorial-abstract methods, number lines, ten frames, real coins and clear vocabulary. | Pre-teach language and reduce working-memory load. | Down Syndrome UK |
| support | support should promote learning, communication, safety and independence, not isolate the pupil from peers. | Plan when adult support steps back, peer interaction, independent work and inclusion. | Ask for training in Down syndrome and communication needs. | DSUK Starting School |
| Medical care plan | A written plan for heart, feeding, medication, seizures, sleep-related fatigue, toileting, mobility, infections or emergency needs. | Must be shared with staff and reviewed. | School should know who does what and when. | other health conditions;DSMIG medical surveillance |
| Reasonable adjustments | Schools must consider adjustments so disabled pupils are not placed at a substantial disadvantage. | Visual timetables, reduced language load, extra time, seating, movement breaks, accessible toilets, quieter lunch space, adapted PE. | Record what works and what does not. | |
| Attendance/ | Anxiety, bullying, fatigue, sleep problems, unmet communication needs or medical issues can affect attendance. | Ask school to investigate causes and create a support plan rather than blame. | Gather evidence and seek medical/ review if attendance drops. | NICE NG213 |
| Personal care/toileting | Children may need discreet, dignified support with toileting, changing, menstruation and hygiene. | Put support in writing and protect dignity/privacy. | Ask for care plans and transition practice. | NICE NG213 |
| Transport | Some children need school transport support due to mobility, safety, cognition, health or route-planning needs. | Apply via local authority transport policy and provide evidence. | Keep evidence of risk, distance, supervision and medical needs. | |
| Annual review | EHCPs must be reviewed regularly; use the meeting to update needs, outcomes and provision. | Bring updated reports, parent evidence and examples of progress/barriers. | Ask for amendments where needs/provision have changed. |