\nNeither route is better in itself. A mainstream school with SEN support suits many children with special educational needs, while a special school suits children whose needs are complex or significant enough that a specialist setting is the better fit. This guide covers England<\/strong>; Scotland, Wales and Northern Ireland have different systems, noted below.<\/pee>\n<\/div>\n
\nKey points<\/h4>\n
Key points<\/h4>\n\n- In England, most children with SEN are supported in mainstream schools through the graduated approach: assess, plan, do, review.<\/li>\n
- An Education, Health and Care plan (EHCP) is a legal document for children who need more than a school can usually provide from its own resources. Most special school places depend on one.<\/li>\n
- Parents can request a particular school, mainstream or special, and can appeal to a tribunal if the local authority refuses.<\/li>\n
- The right choice depends on your child, not on a label: look at needs, wellbeing, the actual school and what support is on offer.<\/li>\n
- The decision is not permanent. Placements are reviewed, and many families change course as their child grows.<\/li>\n<\/ul>\n<\/div>\n
What is the difference between a special school and a mainstream school with SEN support?<\/h2>\nA mainstream school<\/strong> educates children of all abilities in the same buildings, usually in ordinary classes. Children with special educational needs and disabilities (SEND) receive extra help within that setting. Every mainstream school in England has a member of staff called the SENCo (Special Educational Needs Co-ordinator), who oversees the support.<\/pee>\nA special school<\/strong> is designed for children whose needs are significant or complex. Classes are typically smaller, staff have specialist training, and the curriculum, environment and routines are built around those needs. Some special schools serve a particular group, such as autistic pupils or children with severe learning disabilities, while others take a broader range.<\/pee>\nBetween the two sit other options. Some mainstream schools have a specialist unit or resourced provision on site, where a child spends part of the day in a small group and part in a mainstream class. These hybrid arrangements are worth asking about, because they are not always advertised prominently.<\/pee>\nWhat is SEN support and the graduated approach?<\/h2>\nA child has special educational needs if they have a learning difficulty or disability that calls for special educational provision, meaning something additional to or different from what is generally offered to other children. The law behind this is the Children and Families Act 2014, and the practical guidance is the SEND Code of Practice, both of which are published on GOV.UK.<\/pee>\nWithin mainstream schools, support is organised through the graduated approach<\/strong>, a four-part cycle that repeats:<\/pee>\n\n- Assess:<\/strong> the teacher, SENCo and you work out what your child finds difficult and why, drawing on classroom observation, your knowledge of your child and sometimes advice from outside specialists.<\/li>\n
- Plan:<\/strong> the school agrees outcomes, the support to be provided and when it will be reviewed. You should be told about this and involved.<\/li>\n
- Do:<\/strong> the class or subject teacher stays responsible for your child’s progress, working with any teaching assistants or specialist staff.<\/li>\n
- Review:<\/strong> the school checks whether the support has made a difference and adjusts the plan, then the cycle begins again.<\/li>\n<\/ul>\n
This level of help is called SEN support<\/strong>. It does not require a diagnosis, and it does not require an EHCP. Many children never need anything beyond it.<\/pee>\n\nTip:<\/strong> ask the school for a copy of its SEN information report. Every school must publish one, and it explains how the school identifies needs, what support it offers and who to contact. It is a quick way to compare schools on equal terms.<\/pee>\n<\/div>\nWhat is an EHCP and how does it affect the choice?<\/h2>\nAn Education, Health and Care plan (EHCP) is a legal document drawn up by the local authority. It describes your child’s needs, the outcomes you are working towards and the support the authority must make sure is provided. It can run from birth to age 25 for a young person who remains in education or training.<\/pee>\nAn EHCP is for children whose needs cannot reasonably be met through the support a school normally provides. It matters for school choice in two ways:<\/pee>\n\n- It names a school<\/strong> (or type of school). Once a school is named in the plan, it is under a legal duty to admit the child.<\/li>\n
- It is usually the gateway to a special school<\/strong>. State-funded special schools generally admit children who have an EHCP naming them.<\/li>\n<\/ul>\n
An EHCP is not only for special schools. Many children with an EHCP attend mainstream schools, with the plan unlocking extra support such as additional adult help or specialist therapies. The plan follows the child, but a place in a particular school is a separate question.<\/pee>\nHow do you ask for an EHC needs assessment?<\/h2>\nYou do not need the school’s permission. In England, a parent can ask the local authority directly for an EHC needs assessment, and the school can also request one on your behalf. A letter or email to the SEND team at your local authority is enough to start the process.<\/pee>\nThe authority must decide whether to carry out the assessment, and if it does, it gathers advice from the school, you, educational psychologists, health professionals and social care where relevant. If it then decides to issue a plan, it sends you a draft. You have a right to comment and to say which school you would like to be named.<\/pee>\nThe statutory timescales exist but are not always met in practice. Keep copies of everything, note dates, and contact your local SENDIASS (SEND Information, Advice and Support Service) if you feel the process is stalling. This is a free, impartial service for parents and young people.<\/pee>\nWhen might a mainstream school with SEN support be the better fit?<\/h2>\nMainstream can work well when your child can access the curriculum with reasonable adjustments and some targeted help. Typically this means:<\/pee>\n\n- your child’s needs are mild to moderate, or are specific, such as dyslexia, dyspraxia, mild speech and language difficulties or ADHD;<\/li>\n
- they are happy in school and benefit from being among their local peers and friends;<\/li>\n
- the school has a track record of using the graduated approach well and a SENCo who listens;<\/li>\n
- being close to home, and keeping siblings together, matters to your family.<\/li>\n<\/ul>\n
The strengths of mainstream include a wider social circle, the full range of subjects and the chance to attend the same school as neighbours. The difficulty can be that busy, noisy environments, large classes and unwritten social rules are hard for some children, particularly some autistic children, however good the intentions of the staff.<\/pee>\nWhen might a special school be the better fit?<\/h2>\nA special school may suit your child when mainstream, even with well-delivered support, is not enabling them to learn or to feel safe. Signs families often describe include:<\/pee>\n\n- your child is persistently distressed, anxious or avoiding school despite adjustments;<\/li>\n
- they need substantial help with communication, personal care, sensory regulation or safety throughout the day;<\/li>\n
- their learning needs mean the pace and shape of the mainstream curriculum cannot be adapted enough;<\/li>\n
- they need regular access to therapists, such as speech and language or occupational therapy, built into the school day.<\/li>\n<\/ul>\n
The strengths of a special school include smaller groups, specialist expertise and an environment designed around your child’s way of learning. The things to weigh are practical: travel time, which in some areas can be long, fewer children living nearby, and a more limited range of exam subjects in some schools. Quality varies between special schools, just as it does between mainstream ones.<\/pee>\nHow do the two options compare side by side?<\/h2>\nThis table is a general guide, not a verdict. Individual schools differ widely, so always judge the school in front of you.<\/pee>\n\n\nFeature<\/th>\n Mainstream with SEN support<\/th>\n Special school<\/th>\n<\/tr>\n \nWho it usually suits<\/strong><\/td>\nChildren who can access the curriculum with adjustments and targeted help<\/td>\n Children with significant or complex needs who need a specialist setting<\/td>\n<\/tr>\n \nIs an EHCP needed?<\/strong><\/td>\nNo for SEN support; an EHCP is optional and may add extra provision<\/td>\n Generally yes, for a state-funded place<\/td>\n<\/tr>\n \nClass size and environment<\/strong><\/td>\nUsually larger classes and busier spaces<\/td>\n Usually smaller groups and adapted spaces<\/td>\n<\/tr>\n \nStaff expertise<\/strong><\/td>\nClass teachers plus a SENCo; specialist advice from outside<\/td>\n Staff trained in specific needs; therapists often on site<\/td>\n<\/tr>\n \nCurriculum and qualifications<\/strong><\/td>\nFull range of subjects and exams, adapted where needed<\/td>\n Tailored curriculum; the range of qualifications varies by school<\/td>\n<\/tr>\n \nPeers and community<\/strong><\/td>\nOften local friends and siblings together<\/td>\n Peers with shared experiences; friends may live further away<\/td>\n<\/tr>\n \nTravel<\/strong><\/td>\nUsually nearby<\/td>\n Can be further; transport help may be available in some cases<\/td>\n<\/tr>\n<\/table>\nHow do you decide? A practical checklist<\/h2>\nThere is no formula, but these steps help families reach a decision they can stand behind.<\/pee>\n\n- Start with your child.<\/strong> What do they enjoy, what exhausts them, how do they manage noise, transitions and unstructured time? Their own view matters, in whatever way they can share it.<\/li>\n
- Gather evidence.<\/strong> School reports, assessments, notes from teachers, therapists and your own diary of good and difficult days all help.<\/li>\n
- Visit more than one school.<\/strong> Go during a normal school day if you can. Ask to see how a pupil with needs like your child’s spends a typical day.<\/li>\n
- Ask practical questions.<\/strong> Who will support my child at lunchtime? How does the school communicate with parents? How are sensory needs, anxiety or toileting handled? What happens when things go wrong?<\/li>\n
- Look at the latest Ofsted report<\/strong> alongside your own impressions, and ask the local authority for its list of schools and its Local Offer, which describes the services available in your area.<\/li>\n
- Talk to other parents<\/strong> through your SENDIASS or local parent carer forum.<\/li>\n
- Treat it as a first step.<\/strong> Plans are reviewed, and you can ask for a change if the placement is not working.<\/li>\n<\/ol>\n\n
A note on guilt:<\/strong> many parents worry that choosing a special school means “giving up” on mainstream, or that staying in mainstream means ignoring their child’s needs. Neither is true. The question is simply where your child, at this point in their life, is most likely to feel safe, learn and be themselves.<\/pee>\n<\/div>\nWhat if the local authority disagrees with your preference?<\/h2>\nWhen an EHCP is being finalised, parents have the right to request a school, and the local authority must consider it. The authority must name the school you ask for unless it would be unsuitable for your child’s age, ability, aptitude or needs, or unless placing your child there would be incompatible with the efficient education of others or the efficient use of resources.<\/pee>\nIf you disagree with the needs described, the support specified or the school named, you can ask for mediation advice and then appeal to the First-tier Tribunal (Special Educational Needs and Disability). Appeals are common enough that there are well-established routes for support: your local SENDIASS, national charities such as IPSEA and Contact, and your child’s own professionals.<\/pee>\nThe tribunal route is a legal process, so it is worth taking independent advice before you start. Guidance for each stage is published on GOV.UK.<\/pee>\nHow does this differ in Scotland, Wales and Northern Ireland?<\/h2>\nEducation is devolved, so the terms and legal rights are different outside England.<\/pee>\n\n- Scotland:<\/strong> the system is built around additional support for learning<\/em>. There is a general presumption that children are educated in mainstream schools, and some children have a Co-ordinated Support Plan. Parents have placing request rights.<\/li>\n
- Wales:<\/strong> the additional learning needs<\/em> (ALN) system uses an Individual Development Plan and an ALN co-ordinator in each school.<\/li>\n
- Northern Ireland:<\/strong> the Education Authority runs a SEN framework with its own stages of assessment and statements, and its arrangements have been changing.<\/li>\n<\/ul>\n
If you live outside England, check your own nation’s guidance and contact your local advice service before relying on anything above.<\/pee>\nFrequently asked questions<\/h3>\n\n\nDo we need an EHCP to attend a special school in England?<\/div>\nIn most cases, yes. State-funded special schools in England generally admit children who have an Education, Health and Care plan that names the school. If you think your child needs a special school, the usual route is to ask the local authority for an EHC needs assessment.<\/div>\n<\/div>\n\nCan my child move from mainstream to a special school later, or the other way round?<\/div>\nYes. An EHCP is reviewed at least once a year, and the annual review is the moment to ask whether the placement is still right. Changing school may mean amending the plan and consulting the new school, so speak to your local authority and your SENDIASS early.<\/div>\n<\/div>\n\nCan I choose a mainstream school if my child has an EHCP?<\/div>\nParents of a child with an EHCP in England have the right to request a particular school, whether mainstream or special. The local authority must name it unless it would be unsuitable for the child, or would be incompatible with the efficient education of others or the efficient use of resources.<\/div>\n<\/div>\n\nWhat if the local authority refuses the school I want?<\/div>\nYou can ask for mediation advice and then appeal to the First-tier Tribunal (Special Educational Needs and Disability). Free, impartial help is available from your local SENDIASS, and national charities publish guidance on the process.<\/div>\n<\/div>\n\nDo the same rules apply in Scotland, Wales and Northern Ireland?<\/div>\nNo. Education is devolved. This article covers England. Scotland uses additional support for learning, Wales uses additional learning needs and Individual Development Plans, and Northern Ireland has its own SEN framework run through the Education Authority.<\/div>\n<\/div>\n<\/div>\n\nSources:<\/strong> GOV.UK, “Special educational needs and disability (SEND) and high needs” guidance; the SEND Code of Practice: 0 to 25 years (Department for Education and Department of Health); the Children and Families Act 2014; GOV.UK guidance on appealing to the First-tier Tribunal (Special Educational Needs and Disability); IPSEA and Contact; your local authority’s Local Offer and SENDIASS. Last updated: November 2026.<\/pee>\nThis is an informative article. It does not replace advice from your child’s school, your local authority, a qualified professional or an independent SEND adviser.<\/em><\/pee>\n<\/div>\nWhich activities and games can support attention and memory at home?<\/h2>\nDYNSEO designs digital brain-game programmes and training for families and professionals. Short, regular and enjoyable practice can complement school support, whichever school your child attends.<\/pee>\n\n- COCO THINKS and COCO MOVES<\/a><\/strong> are educational games for children. COCO THINKS offers short screen-based activities for working on skills such as attention and memory, and COCO MOVES brings movement into play. They can be used for a few minutes at a time, alone or together with an adult.<\/li>\n
- School-focused training courses<\/strong> help parents and professionals understand different profiles: invisible disabilities in the classroom<\/a> and supporting students with learning disabilities<\/a>.<\/li>\n
- For specific profiles, there are courses on supporting a child with autism<\/a> and accompanying a child with ADHD<\/a>.<\/li>\n<\/ul>\n
You can also browse all DYNSEO tools<\/a> to see what suits your family. If you are working through a school decision, the courses can help you ask better questions of teachers and SENCos, though they do not replace an assessment by a qualified professional.<\/pee>\n\nLooking for ways to support your child at home?<\/h3>\nExplore DYNSEO’s educational games and training courses for families and professionals.<\/pee>\n
What is the difference between a special school and a mainstream school with SEN support?<\/h2>\nA mainstream school<\/strong> educates children of all abilities in the same buildings, usually in ordinary classes. Children with special educational needs and disabilities (SEND) receive extra help within that setting. Every mainstream school in England has a member of staff called the SENCo (Special Educational Needs Co-ordinator), who oversees the support.<\/pee>\nA special school<\/strong> is designed for children whose needs are significant or complex. Classes are typically smaller, staff have specialist training, and the curriculum, environment and routines are built around those needs. Some special schools serve a particular group, such as autistic pupils or children with severe learning disabilities, while others take a broader range.<\/pee>\nBetween the two sit other options. Some mainstream schools have a specialist unit or resourced provision on site, where a child spends part of the day in a small group and part in a mainstream class. These hybrid arrangements are worth asking about, because they are not always advertised prominently.<\/pee>\nWhat is SEN support and the graduated approach?<\/h2>\nA child has special educational needs if they have a learning difficulty or disability that calls for special educational provision, meaning something additional to or different from what is generally offered to other children. The law behind this is the Children and Families Act 2014, and the practical guidance is the SEND Code of Practice, both of which are published on GOV.UK.<\/pee>\nWithin mainstream schools, support is organised through the graduated approach<\/strong>, a four-part cycle that repeats:<\/pee>\n\n- Assess:<\/strong> the teacher, SENCo and you work out what your child finds difficult and why, drawing on classroom observation, your knowledge of your child and sometimes advice from outside specialists.<\/li>\n
- Plan:<\/strong> the school agrees outcomes, the support to be provided and when it will be reviewed. You should be told about this and involved.<\/li>\n
- Do:<\/strong> the class or subject teacher stays responsible for your child’s progress, working with any teaching assistants or specialist staff.<\/li>\n
- Review:<\/strong> the school checks whether the support has made a difference and adjusts the plan, then the cycle begins again.<\/li>\n<\/ul>\n
This level of help is called SEN support<\/strong>. It does not require a diagnosis, and it does not require an EHCP. Many children never need anything beyond it.<\/pee>\n\nTip:<\/strong> ask the school for a copy of its SEN information report. Every school must publish one, and it explains how the school identifies needs, what support it offers and who to contact. It is a quick way to compare schools on equal terms.<\/pee>\n<\/div>\nWhat is an EHCP and how does it affect the choice?<\/h2>\nAn Education, Health and Care plan (EHCP) is a legal document drawn up by the local authority. It describes your child’s needs, the outcomes you are working towards and the support the authority must make sure is provided. It can run from birth to age 25 for a young person who remains in education or training.<\/pee>\nAn EHCP is for children whose needs cannot reasonably be met through the support a school normally provides. It matters for school choice in two ways:<\/pee>\n\n- It names a school<\/strong> (or type of school). Once a school is named in the plan, it is under a legal duty to admit the child.<\/li>\n
- It is usually the gateway to a special school<\/strong>. State-funded special schools generally admit children who have an EHCP naming them.<\/li>\n<\/ul>\n
An EHCP is not only for special schools. Many children with an EHCP attend mainstream schools, with the plan unlocking extra support such as additional adult help or specialist therapies. The plan follows the child, but a place in a particular school is a separate question.<\/pee>\nHow do you ask for an EHC needs assessment?<\/h2>\nYou do not need the school’s permission. In England, a parent can ask the local authority directly for an EHC needs assessment, and the school can also request one on your behalf. A letter or email to the SEND team at your local authority is enough to start the process.<\/pee>\nThe authority must decide whether to carry out the assessment, and if it does, it gathers advice from the school, you, educational psychologists, health professionals and social care where relevant. If it then decides to issue a plan, it sends you a draft. You have a right to comment and to say which school you would like to be named.<\/pee>\nThe statutory timescales exist but are not always met in practice. Keep copies of everything, note dates, and contact your local SENDIASS (SEND Information, Advice and Support Service) if you feel the process is stalling. This is a free, impartial service for parents and young people.<\/pee>\nWhen might a mainstream school with SEN support be the better fit?<\/h2>\nMainstream can work well when your child can access the curriculum with reasonable adjustments and some targeted help. Typically this means:<\/pee>\n\n- your child’s needs are mild to moderate, or are specific, such as dyslexia, dyspraxia, mild speech and language difficulties or ADHD;<\/li>\n
- they are happy in school and benefit from being among their local peers and friends;<\/li>\n
- the school has a track record of using the graduated approach well and a SENCo who listens;<\/li>\n
- being close to home, and keeping siblings together, matters to your family.<\/li>\n<\/ul>\n
The strengths of mainstream include a wider social circle, the full range of subjects and the chance to attend the same school as neighbours. The difficulty can be that busy, noisy environments, large classes and unwritten social rules are hard for some children, particularly some autistic children, however good the intentions of the staff.<\/pee>\nWhen might a special school be the better fit?<\/h2>\nA special school may suit your child when mainstream, even with well-delivered support, is not enabling them to learn or to feel safe. Signs families often describe include:<\/pee>\n\n- your child is persistently distressed, anxious or avoiding school despite adjustments;<\/li>\n
- they need substantial help with communication, personal care, sensory regulation or safety throughout the day;<\/li>\n
- their learning needs mean the pace and shape of the mainstream curriculum cannot be adapted enough;<\/li>\n
- they need regular access to therapists, such as speech and language or occupational therapy, built into the school day.<\/li>\n<\/ul>\n
The strengths of a special school include smaller groups, specialist expertise and an environment designed around your child’s way of learning. The things to weigh are practical: travel time, which in some areas can be long, fewer children living nearby, and a more limited range of exam subjects in some schools. Quality varies between special schools, just as it does between mainstream ones.<\/pee>\nHow do the two options compare side by side?<\/h2>\nThis table is a general guide, not a verdict. Individual schools differ widely, so always judge the school in front of you.<\/pee>\n\n\nFeature<\/th>\n Mainstream with SEN support<\/th>\n Special school<\/th>\n<\/tr>\n \nWho it usually suits<\/strong><\/td>\nChildren who can access the curriculum with adjustments and targeted help<\/td>\n Children with significant or complex needs who need a specialist setting<\/td>\n<\/tr>\n \nIs an EHCP needed?<\/strong><\/td>\nNo for SEN support; an EHCP is optional and may add extra provision<\/td>\n Generally yes, for a state-funded place<\/td>\n<\/tr>\n \nClass size and environment<\/strong><\/td>\nUsually larger classes and busier spaces<\/td>\n Usually smaller groups and adapted spaces<\/td>\n<\/tr>\n \nStaff expertise<\/strong><\/td>\nClass teachers plus a SENCo; specialist advice from outside<\/td>\n Staff trained in specific needs; therapists often on site<\/td>\n<\/tr>\n \nCurriculum and qualifications<\/strong><\/td>\nFull range of subjects and exams, adapted where needed<\/td>\n Tailored curriculum; the range of qualifications varies by school<\/td>\n<\/tr>\n \nPeers and community<\/strong><\/td>\nOften local friends and siblings together<\/td>\n Peers with shared experiences; friends may live further away<\/td>\n<\/tr>\n \nTravel<\/strong><\/td>\nUsually nearby<\/td>\n Can be further; transport help may be available in some cases<\/td>\n<\/tr>\n<\/table>\nHow do you decide? A practical checklist<\/h2>\nThere is no formula, but these steps help families reach a decision they can stand behind.<\/pee>\n\n- Start with your child.<\/strong> What do they enjoy, what exhausts them, how do they manage noise, transitions and unstructured time? Their own view matters, in whatever way they can share it.<\/li>\n
- Gather evidence.<\/strong> School reports, assessments, notes from teachers, therapists and your own diary of good and difficult days all help.<\/li>\n
- Visit more than one school.<\/strong> Go during a normal school day if you can. Ask to see how a pupil with needs like your child’s spends a typical day.<\/li>\n
- Ask practical questions.<\/strong> Who will support my child at lunchtime? How does the school communicate with parents? How are sensory needs, anxiety or toileting handled? What happens when things go wrong?<\/li>\n
- Look at the latest Ofsted report<\/strong> alongside your own impressions, and ask the local authority for its list of schools and its Local Offer, which describes the services available in your area.<\/li>\n
- Talk to other parents<\/strong> through your SENDIASS or local parent carer forum.<\/li>\n
- Treat it as a first step.<\/strong> Plans are reviewed, and you can ask for a change if the placement is not working.<\/li>\n<\/ol>\n\n
A note on guilt:<\/strong> many parents worry that choosing a special school means “giving up” on mainstream, or that staying in mainstream means ignoring their child’s needs. Neither is true. The question is simply where your child, at this point in their life, is most likely to feel safe, learn and be themselves.<\/pee>\n<\/div>\nWhat if the local authority disagrees with your preference?<\/h2>\nWhen an EHCP is being finalised, parents have the right to request a school, and the local authority must consider it. The authority must name the school you ask for unless it would be unsuitable for your child’s age, ability, aptitude or needs, or unless placing your child there would be incompatible with the efficient education of others or the efficient use of resources.<\/pee>\nIf you disagree with the needs described, the support specified or the school named, you can ask for mediation advice and then appeal to the First-tier Tribunal (Special Educational Needs and Disability). Appeals are common enough that there are well-established routes for support: your local SENDIASS, national charities such as IPSEA and Contact, and your child’s own professionals.<\/pee>\nThe tribunal route is a legal process, so it is worth taking independent advice before you start. Guidance for each stage is published on GOV.UK.<\/pee>\nHow does this differ in Scotland, Wales and Northern Ireland?<\/h2>\nEducation is devolved, so the terms and legal rights are different outside England.<\/pee>\n\n- Scotland:<\/strong> the system is built around additional support for learning<\/em>. There is a general presumption that children are educated in mainstream schools, and some children have a Co-ordinated Support Plan. Parents have placing request rights.<\/li>\n
- Wales:<\/strong> the additional learning needs<\/em> (ALN) system uses an Individual Development Plan and an ALN co-ordinator in each school.<\/li>\n
- Northern Ireland:<\/strong> the Education Authority runs a SEN framework with its own stages of assessment and statements, and its arrangements have been changing.<\/li>\n<\/ul>\n
If you live outside England, check your own nation’s guidance and contact your local advice service before relying on anything above.<\/pee>\nFrequently asked questions<\/h3>\n\n\nDo we need an EHCP to attend a special school in England?<\/div>\nIn most cases, yes. State-funded special schools in England generally admit children who have an Education, Health and Care plan that names the school. If you think your child needs a special school, the usual route is to ask the local authority for an EHC needs assessment.<\/div>\n<\/div>\n\nCan my child move from mainstream to a special school later, or the other way round?<\/div>\nYes. An EHCP is reviewed at least once a year, and the annual review is the moment to ask whether the placement is still right. Changing school may mean amending the plan and consulting the new school, so speak to your local authority and your SENDIASS early.<\/div>\n<\/div>\n\nCan I choose a mainstream school if my child has an EHCP?<\/div>\nParents of a child with an EHCP in England have the right to request a particular school, whether mainstream or special. The local authority must name it unless it would be unsuitable for the child, or would be incompatible with the efficient education of others or the efficient use of resources.<\/div>\n<\/div>\n\nWhat if the local authority refuses the school I want?<\/div>\nYou can ask for mediation advice and then appeal to the First-tier Tribunal (Special Educational Needs and Disability). Free, impartial help is available from your local SENDIASS, and national charities publish guidance on the process.<\/div>\n<\/div>\n\nDo the same rules apply in Scotland, Wales and Northern Ireland?<\/div>\nNo. Education is devolved. This article covers England. Scotland uses additional support for learning, Wales uses additional learning needs and Individual Development Plans, and Northern Ireland has its own SEN framework run through the Education Authority.<\/div>\n<\/div>\n<\/div>\n\nSources:<\/strong> GOV.UK, “Special educational needs and disability (SEND) and high needs” guidance; the SEND Code of Practice: 0 to 25 years (Department for Education and Department of Health); the Children and Families Act 2014; GOV.UK guidance on appealing to the First-tier Tribunal (Special Educational Needs and Disability); IPSEA and Contact; your local authority’s Local Offer and SENDIASS. Last updated: November 2026.<\/pee>\nThis is an informative article. It does not replace advice from your child’s school, your local authority, a qualified professional or an independent SEND adviser.<\/em><\/pee>\n<\/div>\nWhich activities and games can support attention and memory at home?<\/h2>\nDYNSEO designs digital brain-game programmes and training for families and professionals. Short, regular and enjoyable practice can complement school support, whichever school your child attends.<\/pee>\n\n- COCO THINKS and COCO MOVES<\/a><\/strong> are educational games for children. COCO THINKS offers short screen-based activities for working on skills such as attention and memory, and COCO MOVES brings movement into play. They can be used for a few minutes at a time, alone or together with an adult.<\/li>\n
- School-focused training courses<\/strong> help parents and professionals understand different profiles: invisible disabilities in the classroom<\/a> and supporting students with learning disabilities<\/a>.<\/li>\n
- For specific profiles, there are courses on supporting a child with autism<\/a> and accompanying a child with ADHD<\/a>.<\/li>\n<\/ul>\n
You can also browse all DYNSEO tools<\/a> to see what suits your family. If you are working through a school decision, the courses can help you ask better questions of teachers and SENCos, though they do not replace an assessment by a qualified professional.<\/pee>\n\nLooking for ways to support your child at home?<\/h3>\nExplore DYNSEO’s educational games and training courses for families and professionals.<\/pee>\n
What is SEN support and the graduated approach?<\/h2>\nA child has special educational needs if they have a learning difficulty or disability that calls for special educational provision, meaning something additional to or different from what is generally offered to other children. The law behind this is the Children and Families Act 2014, and the practical guidance is the SEND Code of Practice, both of which are published on GOV.UK.<\/pee>\nWithin mainstream schools, support is organised through the graduated approach<\/strong>, a four-part cycle that repeats:<\/pee>\n\n- Assess:<\/strong> the teacher, SENCo and you work out what your child finds difficult and why, drawing on classroom observation, your knowledge of your child and sometimes advice from outside specialists.<\/li>\n
- Plan:<\/strong> the school agrees outcomes, the support to be provided and when it will be reviewed. You should be told about this and involved.<\/li>\n
- Do:<\/strong> the class or subject teacher stays responsible for your child’s progress, working with any teaching assistants or specialist staff.<\/li>\n
- Review:<\/strong> the school checks whether the support has made a difference and adjusts the plan, then the cycle begins again.<\/li>\n<\/ul>\n
This level of help is called SEN support<\/strong>. It does not require a diagnosis, and it does not require an EHCP. Many children never need anything beyond it.<\/pee>\n\nTip:<\/strong> ask the school for a copy of its SEN information report. Every school must publish one, and it explains how the school identifies needs, what support it offers and who to contact. It is a quick way to compare schools on equal terms.<\/pee>\n<\/div>\nWhat is an EHCP and how does it affect the choice?<\/h2>\nAn Education, Health and Care plan (EHCP) is a legal document drawn up by the local authority. It describes your child’s needs, the outcomes you are working towards and the support the authority must make sure is provided. It can run from birth to age 25 for a young person who remains in education or training.<\/pee>\nAn EHCP is for children whose needs cannot reasonably be met through the support a school normally provides. It matters for school choice in two ways:<\/pee>\n\n- It names a school<\/strong> (or type of school). Once a school is named in the plan, it is under a legal duty to admit the child.<\/li>\n
- It is usually the gateway to a special school<\/strong>. State-funded special schools generally admit children who have an EHCP naming them.<\/li>\n<\/ul>\n
An EHCP is not only for special schools. Many children with an EHCP attend mainstream schools, with the plan unlocking extra support such as additional adult help or specialist therapies. The plan follows the child, but a place in a particular school is a separate question.<\/pee>\nHow do you ask for an EHC needs assessment?<\/h2>\nYou do not need the school’s permission. In England, a parent can ask the local authority directly for an EHC needs assessment, and the school can also request one on your behalf. A letter or email to the SEND team at your local authority is enough to start the process.<\/pee>\nThe authority must decide whether to carry out the assessment, and if it does, it gathers advice from the school, you, educational psychologists, health professionals and social care where relevant. If it then decides to issue a plan, it sends you a draft. You have a right to comment and to say which school you would like to be named.<\/pee>\nThe statutory timescales exist but are not always met in practice. Keep copies of everything, note dates, and contact your local SENDIASS (SEND Information, Advice and Support Service) if you feel the process is stalling. This is a free, impartial service for parents and young people.<\/pee>\nWhen might a mainstream school with SEN support be the better fit?<\/h2>\nMainstream can work well when your child can access the curriculum with reasonable adjustments and some targeted help. Typically this means:<\/pee>\n\n- your child’s needs are mild to moderate, or are specific, such as dyslexia, dyspraxia, mild speech and language difficulties or ADHD;<\/li>\n
- they are happy in school and benefit from being among their local peers and friends;<\/li>\n
- the school has a track record of using the graduated approach well and a SENCo who listens;<\/li>\n
- being close to home, and keeping siblings together, matters to your family.<\/li>\n<\/ul>\n
The strengths of mainstream include a wider social circle, the full range of subjects and the chance to attend the same school as neighbours. The difficulty can be that busy, noisy environments, large classes and unwritten social rules are hard for some children, particularly some autistic children, however good the intentions of the staff.<\/pee>\nWhen might a special school be the better fit?<\/h2>\nA special school may suit your child when mainstream, even with well-delivered support, is not enabling them to learn or to feel safe. Signs families often describe include:<\/pee>\n\n- your child is persistently distressed, anxious or avoiding school despite adjustments;<\/li>\n
- they need substantial help with communication, personal care, sensory regulation or safety throughout the day;<\/li>\n
- their learning needs mean the pace and shape of the mainstream curriculum cannot be adapted enough;<\/li>\n
- they need regular access to therapists, such as speech and language or occupational therapy, built into the school day.<\/li>\n<\/ul>\n
The strengths of a special school include smaller groups, specialist expertise and an environment designed around your child’s way of learning. The things to weigh are practical: travel time, which in some areas can be long, fewer children living nearby, and a more limited range of exam subjects in some schools. Quality varies between special schools, just as it does between mainstream ones.<\/pee>\nHow do the two options compare side by side?<\/h2>\nThis table is a general guide, not a verdict. Individual schools differ widely, so always judge the school in front of you.<\/pee>\n\n\nFeature<\/th>\n Mainstream with SEN support<\/th>\n Special school<\/th>\n<\/tr>\n \nWho it usually suits<\/strong><\/td>\nChildren who can access the curriculum with adjustments and targeted help<\/td>\n Children with significant or complex needs who need a specialist setting<\/td>\n<\/tr>\n \nIs an EHCP needed?<\/strong><\/td>\nNo for SEN support; an EHCP is optional and may add extra provision<\/td>\n Generally yes, for a state-funded place<\/td>\n<\/tr>\n \nClass size and environment<\/strong><\/td>\nUsually larger classes and busier spaces<\/td>\n Usually smaller groups and adapted spaces<\/td>\n<\/tr>\n \nStaff expertise<\/strong><\/td>\nClass teachers plus a SENCo; specialist advice from outside<\/td>\n Staff trained in specific needs; therapists often on site<\/td>\n<\/tr>\n \nCurriculum and qualifications<\/strong><\/td>\nFull range of subjects and exams, adapted where needed<\/td>\n Tailored curriculum; the range of qualifications varies by school<\/td>\n<\/tr>\n \nPeers and community<\/strong><\/td>\nOften local friends and siblings together<\/td>\n Peers with shared experiences; friends may live further away<\/td>\n<\/tr>\n \nTravel<\/strong><\/td>\nUsually nearby<\/td>\n Can be further; transport help may be available in some cases<\/td>\n<\/tr>\n<\/table>\nHow do you decide? A practical checklist<\/h2>\nThere is no formula, but these steps help families reach a decision they can stand behind.<\/pee>\n\n- Start with your child.<\/strong> What do they enjoy, what exhausts them, how do they manage noise, transitions and unstructured time? Their own view matters, in whatever way they can share it.<\/li>\n
- Gather evidence.<\/strong> School reports, assessments, notes from teachers, therapists and your own diary of good and difficult days all help.<\/li>\n
- Visit more than one school.<\/strong> Go during a normal school day if you can. Ask to see how a pupil with needs like your child’s spends a typical day.<\/li>\n
- Ask practical questions.<\/strong> Who will support my child at lunchtime? How does the school communicate with parents? How are sensory needs, anxiety or toileting handled? What happens when things go wrong?<\/li>\n
- Look at the latest Ofsted report<\/strong> alongside your own impressions, and ask the local authority for its list of schools and its Local Offer, which describes the services available in your area.<\/li>\n
- Talk to other parents<\/strong> through your SENDIASS or local parent carer forum.<\/li>\n
- Treat it as a first step.<\/strong> Plans are reviewed, and you can ask for a change if the placement is not working.<\/li>\n<\/ol>\n\n
A note on guilt:<\/strong> many parents worry that choosing a special school means “giving up” on mainstream, or that staying in mainstream means ignoring their child’s needs. Neither is true. The question is simply where your child, at this point in their life, is most likely to feel safe, learn and be themselves.<\/pee>\n<\/div>\nWhat if the local authority disagrees with your preference?<\/h2>\nWhen an EHCP is being finalised, parents have the right to request a school, and the local authority must consider it. The authority must name the school you ask for unless it would be unsuitable for your child’s age, ability, aptitude or needs, or unless placing your child there would be incompatible with the efficient education of others or the efficient use of resources.<\/pee>\nIf you disagree with the needs described, the support specified or the school named, you can ask for mediation advice and then appeal to the First-tier Tribunal (Special Educational Needs and Disability). Appeals are common enough that there are well-established routes for support: your local SENDIASS, national charities such as IPSEA and Contact, and your child’s own professionals.<\/pee>\nThe tribunal route is a legal process, so it is worth taking independent advice before you start. Guidance for each stage is published on GOV.UK.<\/pee>\nHow does this differ in Scotland, Wales and Northern Ireland?<\/h2>\nEducation is devolved, so the terms and legal rights are different outside England.<\/pee>\n\n- Scotland:<\/strong> the system is built around additional support for learning<\/em>. There is a general presumption that children are educated in mainstream schools, and some children have a Co-ordinated Support Plan. Parents have placing request rights.<\/li>\n
- Wales:<\/strong> the additional learning needs<\/em> (ALN) system uses an Individual Development Plan and an ALN co-ordinator in each school.<\/li>\n
- Northern Ireland:<\/strong> the Education Authority runs a SEN framework with its own stages of assessment and statements, and its arrangements have been changing.<\/li>\n<\/ul>\n
If you live outside England, check your own nation’s guidance and contact your local advice service before relying on anything above.<\/pee>\nFrequently asked questions<\/h3>\n\n\nDo we need an EHCP to attend a special school in England?<\/div>\nIn most cases, yes. State-funded special schools in England generally admit children who have an Education, Health and Care plan that names the school. If you think your child needs a special school, the usual route is to ask the local authority for an EHC needs assessment.<\/div>\n<\/div>\n\nCan my child move from mainstream to a special school later, or the other way round?<\/div>\nYes. An EHCP is reviewed at least once a year, and the annual review is the moment to ask whether the placement is still right. Changing school may mean amending the plan and consulting the new school, so speak to your local authority and your SENDIASS early.<\/div>\n<\/div>\n\nCan I choose a mainstream school if my child has an EHCP?<\/div>\nParents of a child with an EHCP in England have the right to request a particular school, whether mainstream or special. The local authority must name it unless it would be unsuitable for the child, or would be incompatible with the efficient education of others or the efficient use of resources.<\/div>\n<\/div>\n\nWhat if the local authority refuses the school I want?<\/div>\nYou can ask for mediation advice and then appeal to the First-tier Tribunal (Special Educational Needs and Disability). Free, impartial help is available from your local SENDIASS, and national charities publish guidance on the process.<\/div>\n<\/div>\n\nDo the same rules apply in Scotland, Wales and Northern Ireland?<\/div>\nNo. Education is devolved. This article covers England. Scotland uses additional support for learning, Wales uses additional learning needs and Individual Development Plans, and Northern Ireland has its own SEN framework run through the Education Authority.<\/div>\n<\/div>\n<\/div>\n\nSources:<\/strong> GOV.UK, “Special educational needs and disability (SEND) and high needs” guidance; the SEND Code of Practice: 0 to 25 years (Department for Education and Department of Health); the Children and Families Act 2014; GOV.UK guidance on appealing to the First-tier Tribunal (Special Educational Needs and Disability); IPSEA and Contact; your local authority’s Local Offer and SENDIASS. Last updated: November 2026.<\/pee>\nThis is an informative article. It does not replace advice from your child’s school, your local authority, a qualified professional or an independent SEND adviser.<\/em><\/pee>\n<\/div>\nWhich activities and games can support attention and memory at home?<\/h2>\nDYNSEO designs digital brain-game programmes and training for families and professionals. Short, regular and enjoyable practice can complement school support, whichever school your child attends.<\/pee>\n\n- COCO THINKS and COCO MOVES<\/a><\/strong> are educational games for children. COCO THINKS offers short screen-based activities for working on skills such as attention and memory, and COCO MOVES brings movement into play. They can be used for a few minutes at a time, alone or together with an adult.<\/li>\n
- School-focused training courses<\/strong> help parents and professionals understand different profiles: invisible disabilities in the classroom<\/a> and supporting students with learning disabilities<\/a>.<\/li>\n
- For specific profiles, there are courses on supporting a child with autism<\/a> and accompanying a child with ADHD<\/a>.<\/li>\n<\/ul>\n
You can also browse all DYNSEO tools<\/a> to see what suits your family. If you are working through a school decision, the courses can help you ask better questions of teachers and SENCos, though they do not replace an assessment by a qualified professional.<\/pee>\n\nLooking for ways to support your child at home?<\/h3>\nExplore DYNSEO’s educational games and training courses for families and professionals.<\/pee>\n
- \n
- Assess:<\/strong> the teacher, SENCo and you work out what your child finds difficult and why, drawing on classroom observation, your knowledge of your child and sometimes advice from outside specialists.<\/li>\n
- Plan:<\/strong> the school agrees outcomes, the support to be provided and when it will be reviewed. You should be told about this and involved.<\/li>\n
- Do:<\/strong> the class or subject teacher stays responsible for your child’s progress, working with any teaching assistants or specialist staff.<\/li>\n
- Review:<\/strong> the school checks whether the support has made a difference and adjusts the plan, then the cycle begins again.<\/li>\n<\/ul>\n
This level of help is called SEN support<\/strong>. It does not require a diagnosis, and it does not require an EHCP. Many children never need anything beyond it.<\/pee>\n \nTip:<\/strong> ask the school for a copy of its SEN information report. Every school must publish one, and it explains how the school identifies needs, what support it offers and who to contact. It is a quick way to compare schools on equal terms.<\/pee>\n<\/div>\n What is an EHCP and how does it affect the choice?<\/h2>\n
An Education, Health and Care plan (EHCP) is a legal document drawn up by the local authority. It describes your child’s needs, the outcomes you are working towards and the support the authority must make sure is provided. It can run from birth to age 25 for a young person who remains in education or training.<\/pee>\n An EHCP is for children whose needs cannot reasonably be met through the support a school normally provides. It matters for school choice in two ways:<\/pee>\n - \n
- It names a school<\/strong> (or type of school). Once a school is named in the plan, it is under a legal duty to admit the child.<\/li>\n
- It is usually the gateway to a special school<\/strong>. State-funded special schools generally admit children who have an EHCP naming them.<\/li>\n<\/ul>\n
An EHCP is not only for special schools. Many children with an EHCP attend mainstream schools, with the plan unlocking extra support such as additional adult help or specialist therapies. The plan follows the child, but a place in a particular school is a separate question.<\/pee>\n How do you ask for an EHC needs assessment?<\/h2>\n
You do not need the school’s permission. In England, a parent can ask the local authority directly for an EHC needs assessment, and the school can also request one on your behalf. A letter or email to the SEND team at your local authority is enough to start the process.<\/pee>\n The authority must decide whether to carry out the assessment, and if it does, it gathers advice from the school, you, educational psychologists, health professionals and social care where relevant. If it then decides to issue a plan, it sends you a draft. You have a right to comment and to say which school you would like to be named.<\/pee>\n The statutory timescales exist but are not always met in practice. Keep copies of everything, note dates, and contact your local SENDIASS (SEND Information, Advice and Support Service) if you feel the process is stalling. This is a free, impartial service for parents and young people.<\/pee>\n When might a mainstream school with SEN support be the better fit?<\/h2>\n
Mainstream can work well when your child can access the curriculum with reasonable adjustments and some targeted help. Typically this means:<\/pee>\n - \n
- your child’s needs are mild to moderate, or are specific, such as dyslexia, dyspraxia, mild speech and language difficulties or ADHD;<\/li>\n
- they are happy in school and benefit from being among their local peers and friends;<\/li>\n
- the school has a track record of using the graduated approach well and a SENCo who listens;<\/li>\n
- being close to home, and keeping siblings together, matters to your family.<\/li>\n<\/ul>\n
The strengths of mainstream include a wider social circle, the full range of subjects and the chance to attend the same school as neighbours. The difficulty can be that busy, noisy environments, large classes and unwritten social rules are hard for some children, particularly some autistic children, however good the intentions of the staff.<\/pee>\n When might a special school be the better fit?<\/h2>\n
A special school may suit your child when mainstream, even with well-delivered support, is not enabling them to learn or to feel safe. Signs families often describe include:<\/pee>\n - \n
- your child is persistently distressed, anxious or avoiding school despite adjustments;<\/li>\n
- they need substantial help with communication, personal care, sensory regulation or safety throughout the day;<\/li>\n
- their learning needs mean the pace and shape of the mainstream curriculum cannot be adapted enough;<\/li>\n
- they need regular access to therapists, such as speech and language or occupational therapy, built into the school day.<\/li>\n<\/ul>\n
The strengths of a special school include smaller groups, specialist expertise and an environment designed around your child’s way of learning. The things to weigh are practical: travel time, which in some areas can be long, fewer children living nearby, and a more limited range of exam subjects in some schools. Quality varies between special schools, just as it does between mainstream ones.<\/pee>\n How do the two options compare side by side?<\/h2>\n
This table is a general guide, not a verdict. Individual schools differ widely, so always judge the school in front of you.<\/pee>\n \n
\n Feature<\/th>\n Mainstream with SEN support<\/th>\n Special school<\/th>\n<\/tr>\n \n Who it usually suits<\/strong><\/td>\n Children who can access the curriculum with adjustments and targeted help<\/td>\n Children with significant or complex needs who need a specialist setting<\/td>\n<\/tr>\n \n Is an EHCP needed?<\/strong><\/td>\n No for SEN support; an EHCP is optional and may add extra provision<\/td>\n Generally yes, for a state-funded place<\/td>\n<\/tr>\n \n Class size and environment<\/strong><\/td>\n Usually larger classes and busier spaces<\/td>\n Usually smaller groups and adapted spaces<\/td>\n<\/tr>\n \n Staff expertise<\/strong><\/td>\n Class teachers plus a SENCo; specialist advice from outside<\/td>\n Staff trained in specific needs; therapists often on site<\/td>\n<\/tr>\n \n Curriculum and qualifications<\/strong><\/td>\n Full range of subjects and exams, adapted where needed<\/td>\n Tailored curriculum; the range of qualifications varies by school<\/td>\n<\/tr>\n \n Peers and community<\/strong><\/td>\n Often local friends and siblings together<\/td>\n Peers with shared experiences; friends may live further away<\/td>\n<\/tr>\n \n Travel<\/strong><\/td>\n Usually nearby<\/td>\n Can be further; transport help may be available in some cases<\/td>\n<\/tr>\n<\/table>\n How do you decide? A practical checklist<\/h2>\n
There is no formula, but these steps help families reach a decision they can stand behind.<\/pee>\n - \n
- Start with your child.<\/strong> What do they enjoy, what exhausts them, how do they manage noise, transitions and unstructured time? Their own view matters, in whatever way they can share it.<\/li>\n
- Gather evidence.<\/strong> School reports, assessments, notes from teachers, therapists and your own diary of good and difficult days all help.<\/li>\n
- Visit more than one school.<\/strong> Go during a normal school day if you can. Ask to see how a pupil with needs like your child’s spends a typical day.<\/li>\n
- Ask practical questions.<\/strong> Who will support my child at lunchtime? How does the school communicate with parents? How are sensory needs, anxiety or toileting handled? What happens when things go wrong?<\/li>\n
- Look at the latest Ofsted report<\/strong> alongside your own impressions, and ask the local authority for its list of schools and its Local Offer, which describes the services available in your area.<\/li>\n
- Talk to other parents<\/strong> through your SENDIASS or local parent carer forum.<\/li>\n
- Treat it as a first step.<\/strong> Plans are reviewed, and you can ask for a change if the placement is not working.<\/li>\n<\/ol>\n
\nA note on guilt:<\/strong> many parents worry that choosing a special school means “giving up” on mainstream, or that staying in mainstream means ignoring their child’s needs. Neither is true. The question is simply where your child, at this point in their life, is most likely to feel safe, learn and be themselves.<\/pee>\n<\/div>\n What if the local authority disagrees with your preference?<\/h2>\n
When an EHCP is being finalised, parents have the right to request a school, and the local authority must consider it. The authority must name the school you ask for unless it would be unsuitable for your child’s age, ability, aptitude or needs, or unless placing your child there would be incompatible with the efficient education of others or the efficient use of resources.<\/pee>\n If you disagree with the needs described, the support specified or the school named, you can ask for mediation advice and then appeal to the First-tier Tribunal (Special Educational Needs and Disability). Appeals are common enough that there are well-established routes for support: your local SENDIASS, national charities such as IPSEA and Contact, and your child’s own professionals.<\/pee>\n The tribunal route is a legal process, so it is worth taking independent advice before you start. Guidance for each stage is published on GOV.UK.<\/pee>\n How does this differ in Scotland, Wales and Northern Ireland?<\/h2>\n
Education is devolved, so the terms and legal rights are different outside England.<\/pee>\n - \n
- Scotland:<\/strong> the system is built around additional support for learning<\/em>. There is a general presumption that children are educated in mainstream schools, and some children have a Co-ordinated Support Plan. Parents have placing request rights.<\/li>\n
- Wales:<\/strong> the additional learning needs<\/em> (ALN) system uses an Individual Development Plan and an ALN co-ordinator in each school.<\/li>\n
- Northern Ireland:<\/strong> the Education Authority runs a SEN framework with its own stages of assessment and statements, and its arrangements have been changing.<\/li>\n<\/ul>\n
If you live outside England, check your own nation’s guidance and contact your local advice service before relying on anything above.<\/pee>\n Frequently asked questions<\/h3>\n
\n\nDo we need an EHCP to attend a special school in England?<\/div>\nIn most cases, yes. State-funded special schools in England generally admit children who have an Education, Health and Care plan that names the school. If you think your child needs a special school, the usual route is to ask the local authority for an EHC needs assessment.<\/div>\n<\/div>\n\nCan my child move from mainstream to a special school later, or the other way round?<\/div>\nYes. An EHCP is reviewed at least once a year, and the annual review is the moment to ask whether the placement is still right. Changing school may mean amending the plan and consulting the new school, so speak to your local authority and your SENDIASS early.<\/div>\n<\/div>\n\nCan I choose a mainstream school if my child has an EHCP?<\/div>\nParents of a child with an EHCP in England have the right to request a particular school, whether mainstream or special. The local authority must name it unless it would be unsuitable for the child, or would be incompatible with the efficient education of others or the efficient use of resources.<\/div>\n<\/div>\n\nWhat if the local authority refuses the school I want?<\/div>\nYou can ask for mediation advice and then appeal to the First-tier Tribunal (Special Educational Needs and Disability). Free, impartial help is available from your local SENDIASS, and national charities publish guidance on the process.<\/div>\n<\/div>\n\nDo the same rules apply in Scotland, Wales and Northern Ireland?<\/div>\nNo. Education is devolved. This article covers England. Scotland uses additional support for learning, Wales uses additional learning needs and Individual Development Plans, and Northern Ireland has its own SEN framework run through the Education Authority.<\/div>\n<\/div>\n<\/div>\n\nSources:<\/strong> GOV.UK, “Special educational needs and disability (SEND) and high needs” guidance; the SEND Code of Practice: 0 to 25 years (Department for Education and Department of Health); the Children and Families Act 2014; GOV.UK guidance on appealing to the First-tier Tribunal (Special Educational Needs and Disability); IPSEA and Contact; your local authority’s Local Offer and SENDIASS. Last updated: November 2026.<\/pee>\n This is an informative article. It does not replace advice from your child’s school, your local authority, a qualified professional or an independent SEND adviser.<\/em><\/pee>\n<\/div>\n Which activities and games can support attention and memory at home?<\/h2>\n
DYNSEO designs digital brain-game programmes and training for families and professionals. Short, regular and enjoyable practice can complement school support, whichever school your child attends.<\/pee>\n - \n
- COCO THINKS and COCO MOVES<\/a><\/strong> are educational games for children. COCO THINKS offers short screen-based activities for working on skills such as attention and memory, and COCO MOVES brings movement into play. They can be used for a few minutes at a time, alone or together with an adult.<\/li>\n
- School-focused training courses<\/strong> help parents and professionals understand different profiles: invisible disabilities in the classroom<\/a> and supporting students with learning disabilities<\/a>.<\/li>\n
- For specific profiles, there are courses on supporting a child with autism<\/a> and accompanying a child with ADHD<\/a>.<\/li>\n<\/ul>\n
You can also browse all DYNSEO tools<\/a> to see what suits your family. If you are working through a school decision, the courses can help you ask better questions of teachers and SENCos, though they do not replace an assessment by a qualified professional.<\/pee>\n \nLooking for ways to support your child at home?<\/h3>\n
Explore DYNSEO’s educational games and training courses for families and professionals.<\/pee>\n - School-focused training courses<\/strong> help parents and professionals understand different profiles: invisible disabilities in the classroom<\/a> and supporting students with learning disabilities<\/a>.<\/li>\n
- Wales:<\/strong> the additional learning needs<\/em> (ALN) system uses an Individual Development Plan and an ALN co-ordinator in each school.<\/li>\n
- Gather evidence.<\/strong> School reports, assessments, notes from teachers, therapists and your own diary of good and difficult days all help.<\/li>\n
- Start with your child.<\/strong> What do they enjoy, what exhausts them, how do they manage noise, transitions and unstructured time? Their own view matters, in whatever way they can share it.<\/li>\n
- It is usually the gateway to a special school<\/strong>. State-funded special schools generally admit children who have an EHCP naming them.<\/li>\n<\/ul>\n
- Plan:<\/strong> the school agrees outcomes, the support to be provided and when it will be reviewed. You should be told about this and involved.<\/li>\n