If your child is struggling at school, you may hear terms like SEND (Special Educational Needs and Disabilities) support, SENCO (Special Educational Needs Co-ordinator), or ‘extra help in class’ without much explanation of what that actually means. This article explains how SEND support usually works in UK primary schools, what parents can expect, and where flexibility and limits often sit.
TL;DR
SEND support in UK primary schools is designed to help children who need extra support. In practice, this usually means:
- Support is put in place by the school rather than through a formal diagnosis
- Help is adjusted, reviewed, and adapted over time
- Parents are involved, but schools have discretion over how support looks day to day
SEND support is meant to be flexible, but it can also vary widely between schools.
- How SEND support looks in practice can differ between schools, even though guidance is national.
This article is for / not for
This article is for:
- Parents of children who are struggling at school and may need extra support
- Families new to SEND language and school processes
- Parents trying to understand what schools can and cannot offer
This article is not for:
- Families already navigating a full Education, Health and Care Plan
- Situations involving urgent safeguarding or crisis support
If this isn’t quite right for you
You might find these articles more helpful:
- What to try when your child refuses to talk after school
- How to reduce evening chaos without stricter routines
Or, browse all our School articles.
If this article feels relevant for you, read on.
What SEND support actually means
SEND support is the help a school provides for children who have additional needs, whether or not they have an Education, Health and Care Plan. In practice, the term is most often used to describe school‑led support for children without an EHCP, but schools also continue to support children with EHCPs as part of their wider SEND duties.
This can include learning needs, communication differences, emotional or sensory needs, or difficulties that affect how a child manages school life.
Importantly, SEND support does not require a formal diagnosis. A child does not need to have a diagnosis of autism, ADHD, dyslexia, or another condition in order to receive support. Schools are expected to respond to a child’s needs, not wait for labels.
This approach is set out in the SEND Code of Practice, which is statutory guidance. Schools and SENCOs are expected to follow it when identifying needs, putting support in place, and reviewing what is working.
How support is usually identified
Support often starts informally. A teacher may notice patterns such as difficulty concentrating, emotional overwhelm, slow progress, or challenges with routines.
Parents may also raise concerns. In many cases, SEND support begins through conversations rather than paperwork.
The school’s Special Educational Needs Coordinator, often called the SENCO, usually oversees this process.
What SEND support can look like day to day
SEND support varies between schools, but commonly includes things like adjusted expectations, additional check-ins, small group work, visual supports, or sensory adjustments.
Support is usually delivered within the classroom rather than through constant one-to-one help. The aim is to help the child access learning, not to remove them from it.
The role of the SENCO
The SENCO coordinates support, liaises with teachers, and helps decide what adjustments are appropriate.
They may also involve external professionals, such as educational psychologists or speech and language services, though access and waiting times vary by area.
How parents are usually involved
Parents should be informed and consulted about SEND support, though the level of communication differs between schools.
You may be invited to meetings, given update notes, or asked to share what works at home. Schools are expected to listen, but they are not required to implement every suggestion.
Reviews and changes over time
SEND support is not fixed. Schools are expected to review what is in place and adjust if something is not working.
This may happen termly or alongside parent meetings. Changes are often gradual rather than immediate.
Common frustrations parents experience
Many parents find SEND support unclear or inconsistent. Support can vary depending on staff capacity, school culture, and how guidance is interpreted in practice.
Some families report positive, collaborative experiences with SENCOs who focus on a child’s needs and adapt support flexibly. Others find the process more difficult, particularly when schools feel unable to offer further support without a formal diagnosis.
While the SEND Code of Practice makes clear that support should be based on need rather than diagnosis, some schools may feel constrained by limited resources, internal thresholds, or pressure from local authorities. This can be frustrating for parents, especially when their child is clearly struggling but progress feels slow.
Experiencing these challenges does not mean you are asking for too much or doing something wrong. It often reflects the pressures schools are working under, rather than a lack of care or intent.
What SEND support and SENCOs cannot do
It can be helpful to understand the limits of SEND support, as this often explains why schools respond the way they do.
SEND support does not guarantee one‑to‑one support, specific therapies, or immediate access to specialist services. SENCOs cannot diagnose conditions, override local authority thresholds, or bypass waiting lists for external assessments.
Schools also have to balance the needs of many children within limited staffing and funding. This can mean support is lighter or slower than parents hope, even when everyone involved recognises that a child is struggling.
Understanding these limits can make conversations with school clearer and reduce the sense that support is being withheld intentionally.
When SEND support may not be enough
If a child’s needs are significant or progress remains limited despite support, parents may be advised to explore an Education, Health and Care needs assessment.
This is a separate process led by the local authority and involves formal evidence gathering.
Related reading you may find helpful
If you are trying to understand how SEND support fits into wider school experiences, these articles explore common areas where parents often have related questions:
- How to make school mornings easier without waking earlier – helpful if SEND-related needs show up most clearly during stressful transitions like getting ready for school.
- What school readiness realistically means in the UK – useful if you are trying to understand expectations around development, support, and adjustment in the early years.
External support and guidance
UK-based resources that explain SEND processes and parents’ rights include:
- GOV.UK: Special educational needs and disability (SEND)
- GOV.UK: SEND Code of Practice
- IPSEA: Independent Provider of Special Education Advice
A calm takeaway
SEND support is intended to help children access school in a way that works better for them.
It can be helpful, but it is not always quick or consistent. Understanding how it usually works can make conversations with school feel clearer and less overwhelming.
