When a pupil is identified as having special educational needs, the SEND Code of Practice expects schools to take action to remove barriers to learning and put effective special educational provision in place. It describes this as SEN support, delivered through a four-part cycle: assess, plan, do and review. Each turn of the cycle should refine what the school knows about the pupil and what works for them.
Assess
Start with a clear picture of the pupil's needs. Bring together the class teacher's assessment, the SENCO's view, attainment and progress data, the pupil's own views and those of their parents or carers, and any advice from outside professionals such as speech and language therapists or educational psychologists.
Good assessment is specific. "Struggles with reading" is a starting point; "decodes CVC words but cannot yet blend four-sound words, and loses focus after five minutes" is something you can plan from.
Plan
Agree, with the pupil and their parents, the outcomes you are working towards, the support that will be put in place, who will deliver it, and a clear date to review it. Every adult who works with the pupil should know what the plan is and what their part in it is.
The most useful plans break bigger outcomes into small, measurable steps, so that progress can be seen within a term rather than only at the end of the year.
Do
The class teacher remains responsible for the pupil's progress, even when interventions or one-to-one support take place away from the main classroom. The SENCO supports the teacher with problem-solving and advice.
Record what actually happens, not just what was planned: how often an intervention ran, who delivered it, and any sessions missed. That record is what lets you judge whether the support worked or simply did not happen as often as intended.
Review
Review the impact of the support on the agreed date. Did the pupil make the expected progress against each step? What do the pupil and their parents think? Then decide what changes, and the cycle begins again with a sharper assessment.
The Code of Practice says schools should meet parents at least three times each year to set clear outcomes and review progress. Many schools align these meetings with their reviews of SEN support.
Why good records matter later
If a pupil continues to make less than expected progress despite well-targeted support, the school or parents may request an Education, Health and Care needs assessment. The local authority will want to see the evidence of the action already taken through SEN support and its impact. A clear history of assess, plan, do and review cycles is the strongest evidence a school can provide.
Quick checklist
- Each pupil on SEN support has a current plan with specific, measurable outcomes.
- The pupil's and parents' views are recorded at each review.
- Interventions record what was delivered, not only what was planned.
- Every plan has a review date, and reviews happen on time.
- Outcomes and evidence are kept together, so they can support an EHC needs assessment request if one is needed.
Sources
General guidance for school staff, last reviewed 22 October 2026. Always check the latest statutory guidance on GOV.UK.