FOR PARENTS · AGES 5–11
Getting reading support when school says “wait and see”
You don't have to wait. Schools shouldn't delay extra teaching while they work out what a child needs, and if they give SEN support they must tell you and agree outcomes and a review date.
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You're worried about your child's reading and the school's answer is to wait. You don't need a diagnosis to ask for help: in England, support in school depends on what your child needs, not on a label. This guide explains what SEN support is, what a good plan looks like and what to ask at each review.
By the Litsee team · Last reviewed · About this guide
The short answer: help shouldn't wait for a label
The SEND code of practice, the statutory guidance schools follow in England, says that while they gather evidence, “schools should not delay in putting in place extra teaching or other rigorous interventions designed to secure better progress, where required” (SEND code of practice). It also notes that “identifying need at the earliest point and then making effective provision improves long-term outcomes for the child or young person”.
A diagnosis such as dyslexia can help explain a child's difficulties, and some families choose to seek one. But you can ask for support now, whatever happens next. The NHS makes the same point about dyslexia screening in school: “Your child may be offered extra support if they need it.” (NHS).
First steps: good teaching in class
The code is clear about where support starts: “High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN.” In practice, that might mean extra phonics practice, more time reading aloud with an adult, or books better matched to your child's reading.
Ask the class teacher what they're already adjusting, and what you'll see if it's working. If you're still worried after a few weeks, ask to meet the school's special educational needs coordinator (SENCO).
Before you meet the SENCO
A little preparation makes a short meeting count. Write down what you've noticed at home, with dates and examples: words your child guesses, how long they can read before they tire, what upsets them. Bring a recent piece of their writing if you have one. Read the school's SEN information report on its website, so you know what support it usually offers. And decide the one thing you most want to leave with, such as a plan, a review date or a next meeting.
What SEN support should look like
If the school decides your child needs SEN support, the code sets out what should happen:
- You're told formally. “Where it is decided to provide a pupil with SEN support, the parents must be formally notified”.
- There's a plan with outcomes. “They should agree the outcomes to be achieved through the support, including a date by which progress will be reviewed.”
- You meet regularly. “Schools should meet parents at least three times each year.”
- It works in a cycle: assess, plan, do and review, with each review deciding what to change.
Every school must also publish its SEN information report: the code says schools “must publish information on their websites about the implementation of the governing body’s or the proprietor’s policy for pupils with SEN” (SEND code of practice). It's worth reading before you meet the SENCO.
What to ask at each review
Print this and take it to each meeting. Fill it in on paper; nothing on this page is saved or sent.
Reading support review: questions to ask
- What is the support, exactly: what, who with, how often and for how long?
- What outcome are we aiming for by the next review?
- When is the review date?
- How will we measure whether it's working?
- What can we do at home that matches it?
- If it isn't working by the review, what will we try next?
Agreed outcome and review date
From litsee.com/guides/reading-support-without-diagnosis
If support isn't working
Support isn't meant to stay the same if it isn't helping: “SEN support should be adapted or replaced depending on how effective it has been in achieving the agreed outcomes.” (SEND code of practice). Ask what will change, and when you'll review it again.
If your child still isn't making progress despite the school's support, a parent can ask the local authority for an education, health and care (EHC) needs assessment. IPSEA, a charity, explains the process and offers free template letters and advice (IPSEA). Our guide to signs of reading difficulties sets out the full route, including timescales.
In Year 6, support can extend to the national tests. Access arrangements such as extra time don't need a diagnosis: “Reports from educational psychologists or other education professionals are not required.” (STA).
What the 2026 SEND proposals mean
In 2026 the government published proposals to reform SEND support. For children in mainstream schools they include “New Individual Support Plans (ISPs) for all children with SEND. These are a digital record of the child’s needs and day-to-day support, developed with parents and updated when needs change” (DfE). These are proposals, not law yet: the 2015 code of practice still applies today, so use it when you talk to school.
Questions parents ask
Can my child get reading support without a diagnosis?
Yes. The SEND code of practice says schools should not delay putting extra teaching or interventions in place where they're needed, while they gather evidence. Support depends on your child's needs, not on a label.
What is SEN support?
Extra or different help in school for a child with special educational needs, planned in a cycle of assess, plan, do and review. If the school decides to give SEN support, it must tell you formally, agree outcomes and a review date with you, and should meet you at least three times a year.
What if the school says wait and see?
Ask what extra teaching your child is getting in the meantime, and agree a date to review progress. If you're still worried, ask to meet the SENCO. You can also look at the SEN information report every school must publish on its website.
What if SEN support isn't enough?
The code says support should be adapted or replaced if it isn't working. If your child still isn't making progress, you have the right to ask the local authority for an education, health and care (EHC) needs assessment. IPSEA offers free advice and template letters.
Sources
- SEND code of practice: 0 to 25 years Department for Education and Department of Health, January 2015, updated 12 September 2024, checked 3 November 2026
- Dyslexia in children NHS, reviewed 11 March 2026, checked 3 November 2026
- EHC needs assessments IPSEA (Independent Provider of Special Education Advice), updated 28 May 2025, checked 3 November 2026
- Information on SEND reform for parents and carers of children receiving SEND support in mainstream schools Department for Education, 2026 (collection updated 25 August 2026), checked 3 November 2026
- 2027 key stage 2 access arrangements guidance Standards and Testing Agency, updated 12 October 2026, checked 3 November 2026
About this guide
Written by the Litsee team and checked line by line against the sources listed on this page.
This guide explains how SEN support works in England under the 2015 SEND code of practice. It is not legal advice; for advice on your own child's situation, IPSEA and your local SEND information, advice and support service can help.
Spotted something wrong or out of date? Email info@litsee.com and we will fix it. Last reviewed: .
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