Is the support helping?
1. What you might notice
A child may attend an intervention regularly but still struggle in class. Knowing that a session happened and knowing whether it helped are different questions.
2. What to ask
- What improvement are we aiming for?
- What is happening now, what will we try and how will we compare progress?
- How will we include the child’s experience?
3. What to record — and why
Starting point: Makes a change easier to recognise; use an actual example rather than a vague score.
Support delivered and source: Helps distinguish delivery questions from effectiveness questions.
Work samples or observations over time: Supports a fair comparison; one difficult day does not establish a trend.
Child and staff feedback: Brings different perspectives together.
Review date and decision: Records what to continue, change or investigate next.
4. An example
Fictional example, not an account of North Cestrian or a particular child.
We agreed the aim was starting the first question with less prompting. Can we compare work samples and staff observations over the next few weeks?
5. Your next step
Use the support-check template. Agree how progress will be checked; do not remove helpful support solely because the child is doing better.
Copy a preparation template
Complete your own copy outside this website. Use only the headings that help; the explanation above shows why each matters.
Is the support helping? — PRIVATE PREPARATION NOTE Starting point: [Your note] Support delivered and source: [Your note] Work samples or observations over time: [Your note] Child and staff feedback: [Your note] Review date and decision: [Your note] Main question or action requested: [Your note] Agreed follow-up: [Your note]
Check the guidance
GOV.UK: SEN support
SEND Code of Practice
Guidance checked 14 October 2026. Check current rules before formal action.