Make the conversation accessible
Explain the purpose of a meeting, key terms and any documents in advance. Offer communication options that work for the family and age-appropriate ways for the pupil to contribute.
Families often know which strategies work across daily contexts. Make room for that information as practical evidence.
Write down who does what
Short written actions with owners and target dates are often more useful than lengthy generic minutes. Separate school actions from decisions needed from an external service or authority.
Where a disagreement remains, accurately record it instead of treating a lack of response as agreement.
Review the relationship
Ask whether information is timely, whether the agreed support was delivered and whether a different way of working is needed. Maintain clear routes for concerns and formal processes.
Never place identifiable child or family case details in a publicly accessible professional knowledge page.
Useful questions
- What is most important to the child and family?
- What communication format will work best?
- What is our next concrete action and how will completion be confirmed?
Official sources
These links support the overview above. Check the latest version and your particular circumstances.
General information about England's SEND framework, not an individual assessment, diagnosis or legal opinion. Statutory exceptions or case-specific arrangements may apply.