Does my child need a diagnosis before school can put support in place?

The short answer

A diagnostic report is not the starting condition for ordinary teaching changes, assessment of educational need or appropriate school support. Ask the school to work from the barriers already visible: what the child cannot reliably access, what staff and family observe, what the child says and what has helped. In England, SEN is defined by a learning difficulty or disability that calls for special educational provision, not by a named diagnosis. Wales decides whether a learner has additional learning needs and needs additional learning provision. Scotland's additional support needs can arise from many circumstances, including the learning environment, family circumstances, health or disability, and social or emotional factors. Northern Ireland schools also identify and support SEN through the current Code of Practice. A health or specialist assessment may still clarify overlapping causes, inform treatment or add recommendations. Keep that question separate from what school can change now.

• Describe the child's current access needs instead of waiting for a label.
• Ask school to assess, adapt teaching and record support using its national framework.
• Separate educational support from the purpose of a clinical or specialist assessment.
• Test specific support and record both easier and harder occasions.
• Do not assume that a diagnosis automatically produces one intervention, plan or level of funding.
• Keep current support going while further assessment is requested or awaited.