Before the meeting: your preparation checklist
Choose the examples that explain your concern. A short, organised note helps the discussion stay focused. These suggestions draw on Leeds SENDIASS’s school meeting guidance and Rotherham SENDIASS’s preparation advice.
Name the main difficulty and its impact
Describe what happens, when and how it affects learning or participation. For example: “They can explain the homework aloud but cannot start writing it without repeated help.” Include when things go better; avoid guessing a diagnosis from one behaviour.
Gather a few dated examples
Bring relevant work, teacher feedback, reports and brief observations from home. Note how much help was needed, not just whether the task was completed. Include changes in confidence, friendships or coping with the school day if relevant.
List support already tried
Record the adjustment or intervention, when it started, how often it happens and what you or your child have noticed. Bring the current SEN support plan and relevant professional advice if you have them. Ask for any school records you would like to discuss in advance.
Include your child’s views
Ask what feels difficult, what helps and what they would like adults to understand. Write down their words, or offer a drawing, short message or another comfortable way to contribute. Include strengths and interests as well as problems.
Choose the decisions you need
Put your most important concerns first. For an initial meeting, the priority may be understanding the need and agreeing support. For a review, it may be deciding whether an existing approach is helping and what needs to change.
Arrange the conversation
Ask who will attend and whether the class teacher or relevant subject staff can contribute. Tell the school in advance if you need an interpreter, accessible format, extra time or wish to bring someone to help you take notes. Agree how your child will be involved.