Starting school with
Children with often need extra help when they start nursery or school. Support should be in place from day one — you do not need a final diagnosis.
Support (the graduated approach)
Every school must use the graduated approach for pupils with :
- Assess – identify your child's needs
- Plan – set targets and decide support
- Do – put support in place
- Review – check progress regularly
Your child may have a Support plan or an Individual Education Plan ().
When to ask for an
If Support is not enough, ask for an needs assessment. Signs you may need one:
- Your child is not making progress despite support
- They need more help than the school can provide from its own resources
- They have complex needs across more than one area
- You are concerned about transition to a new school
The fact your child has is evidence that they may need an .
What to tell the school
- Share reports from your paediatrician, therapist, or portage worker
- Explain which areas are delayed and what works at home
- Ask for a meeting with the before term starts
- Request a pupil passport or one-page profile
sections that matter for
- Section B – cognition and learning
- Section C – social and emotional development
- Section D – communication and interaction
- Section E – sensory and physical needs
What families say
"The school said he was too young for an . We applied ourselves and got one at age 4. It meant his time was protected before he started Year 1."