School support for a child with ADHD in England runs on a specific legal framework that many parents only learn as they go. The SEND Code of Practice, the Children and Families Act 2014, and the school's own SEN system together determine what your child is entitled to and what you can ask for. This article walks through how the system actually works, the difference between SEN support and an Education Health and Care Plan (EHCP), and what to do when the support is not where it should be.
Where the system comes from
The current English SEN framework is set out in the SEND Code of Practice: 0 to 25 years, statutory guidance issued under the Children and Families Act 2014 [1, 2]. Schools, local authorities and health services have specific legal duties under this framework. The framework is age 0 to 25; this article focuses on the school-age picture.
Scotland, Wales and Northern Ireland have different SEN systems with similar principles but different terminology and processes. The detail below is England-specific; readers in the other UK nations should check the local equivalent guidance.
The two main levels of support
There are two main levels of support a child can receive [1]:
SEN Support
The default level. Any school in England must identify children with special educational needs and provide SEN Support, recorded in the school's SEN register. SEN Support involves:
- The class teacher leading on the day-to-day adjustments
- The school's Special Educational Needs Coordinator (SENCo) coordinating planning and review
- Individual education plans, sometimes called pupil profiles or one-page profiles, that document what the child needs
- A graduated approach: assess, plan, do, review
For most children with ADHD, SEN Support is the level at which their needs are met. Adjustments at this level include movement breaks, structured help with organisation, reduced or chunked instructions, fidget tools, seating closer to the teacher, prompts to refocus, and adjustments to homework expectations.
SEN Support does not require a formal diagnosis. A school can put SEN Support in place as soon as it identifies the need.
Education Health and Care Plan (EHCP)
A legally binding document for children whose needs cannot be met through SEN Support alone. An EHCP sets out the child's needs, the support they must receive, and the outcomes the support is working towards. It is issued by the local authority after a multi-disciplinary assessment.
EHCPs are more powerful than SEN Support because they are legally enforceable. A school must deliver what the EHCP says; the local authority must ensure it is delivered. If the support is not provided, parents have legal routes to enforce it (including, ultimately, the SEND Tribunal).
EHCPs are also harder to obtain. Most local authorities ask schools to demonstrate that SEN Support has been tried and is insufficient before agreeing to an EHC Needs Assessment. The process from initial request to issued EHCP takes around 20 weeks under the statutory timeline; in practice many areas run beyond that timeline.
A formal ADHD diagnosis is not legally required for an EHCP, but in practice the diagnosis substantially strengthens the case.
What the SENCo actually does
The Special Educational Needs Coordinator is the teacher with responsibility for the school's SEN work. Every state-funded school in England must have a designated SENCo; in primary schools they are often a senior teacher, in secondary schools they are often a member of the senior leadership team.
The SENCo:
- Maintains the school's SEN register
- Coordinates the SEN Support process for individual children
- Works with class teachers to plan and review adjustments
- Liaises with external professionals (educational psychologists, speech and language therapists, occupational therapists)
- Coordinates EHC Needs Assessment requests and EHCP reviews
- Is the parent's main contact for SEN issues
A good relationship with the SENCo is one of the most useful things a parent can build. SENCos vary in workload, experience and confidence with ADHD specifically; the practical reality of getting things done often depends on this relationship.
What adjustments are commonly put in place
Common SEN Support adjustments for primary-age children with ADHD [3]:
- Movement breaks built into the school day
- Visual timetables and visual reminders of instructions
- Chunked instructions: one or two steps at a time, with check-back
- Fidget tools (sensory cushions, fidget putty, weighted blanket on the lap for some children)
- Seating close to the teacher and away from distracting peers
- Quiet workstation for sustained tasks
- Prompts to refocus that are pre-agreed with the child
- Adjusted homework expectations, both in volume and in deadline structure
- Pre-warning of transitions and changes to routine
- Specific support at less-structured times (lunchtime, playtime, before and after school)
For secondary-age young people:
- Exam access arrangements (extra time, separate room, supervised rest breaks)
- Help with organisation and planning across subjects
- Visual or written instructions where verbal instructions are missed
- A consistent point of contact (often a head of year or pastoral lead) for coordination
- Adjustments to homework deadlines where reasonable
- Specific support around significant transitions (Year 7 induction, options at Year 9, GCSE preparation)
The school is required to make reasonable adjustments under the Equality Act 2010; this is a legal duty separate from SEN support and EHCP processes, and it does not require any specific paperwork to invoke.
When to push for an EHCP
The decision to pursue an EHCP is individual. Several patterns make an EHCP more likely to be appropriate [1, 4]:
- The child's needs cannot be met by SEN Support alone, despite a sustained effort
- The school has tried adjustments and the difficulties remain significant
- The child has co-occurring needs (autism, learning difficulty, mental health) that compound the picture
- The child is not making expected progress despite SEN Support
- The child's wellbeing or safety at school is being affected
The IPSEA (Independent Provider of Special Education Advice) website has detailed practical guidance on the EHCP process and the legal framework [4]. Many parents find IPSEA's information substantially more accurate and useful than what they get from their local authority.
What to do when school support is not where it should be
A few practical points for when things are not working:
Request a SEN review meeting
If SEN Support is in place but the difficulties are continuing, ask the SENCo for a formal review. Bring specific examples and a clear statement of what is not working.
Get the difficulties documented
Keep a record of incidents, missed homework, behavioural reports, and any communications with school. A documented pattern strengthens any subsequent escalation.
Involve external professionals
Educational psychology assessment, occupational therapy input, or further medical assessment may be appropriate. The school can request these through the local authority; parents can also pursue them privately.
Consider an EHC Needs Assessment request
Parents can request an EHC Needs Assessment directly; you do not need the school's permission to ask. The local authority then has six weeks to decide whether to carry out the assessment. If it refuses, parents have a right of appeal to the SEND Tribunal. The IPSEA website covers the process in detail [4].
Get independent advice
IPSEA, Contact, and the Council for Disabled Children provide free or low-cost independent advice on SEN matters [4, 5]. Local Parent Carer Forums are also useful. Independent advice often differs from what schools or local authorities tell parents.
What this means in practice
- School support for ADHD in England operates on two main levels: SEN Support (the default) and an EHCP (the legally binding higher level).
- A formal ADHD diagnosis is not legally required for either, but the diagnosis substantially strengthens the case.
- The SENCo is the main school contact for SEN matters; a good relationship with the SENCo matters substantially.
- Common adjustments include movement breaks, chunked instructions, visual reminders, and exam access arrangements.
- IPSEA and similar independent organisations give more accurate information about the legal position than many local authorities do.
When to speak to a professional
Speak to the school SENCo as the first practical step. Speak to your GP if a paediatric ADHD assessment is needed to support the school case. NeuroFX offers private ADHD assessment for adults and children aged 6 and upwards where the NHS wait is not workable. Seek urgent help via 111, 999 or A&E for any acute mental health crisis or significant safety concern.
Sources
- Department for Education. SEND Code of Practice: 0 to 25 years. https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
- Children and Families Act 2014. https://www.legislation.gov.uk/ukpga/2014/6/contents
- NICE. Attention deficit hyperactivity disorder: diagnosis and management. NG87. National Institute for Health and Care Excellence. https://www.nice.org.uk/guidance/ng87
- IPSEA. SEND Code of Practice and the law. https://www.ipsea.org.uk/
- Council for Disabled Children. SEND policy and practice. https://councilfordisabledchildren.org.uk/
