Begin with provision, not vacancies alone
A placement discussion should consider the support a child needs and how a school or setting would deliver it. Create a balanced profile of communication, learning, sensory or personal-care needs alongside strengths.
Ask schools specific questions about how support would operate during lessons, transitions and unstructured times.
Make consultation responses useful
Request written reasons and practical detail when a setting says it cannot meet needs. Keep records of visits, professional advice and responses shared by the local authority.
A school's response does not replace the local authority's legal role in an EHC-plan placement decision. If the decision is disputed, check the notice and available review or appeal route.
Keep a concise comparison
- How would the setting deliver the provision described in the current plan?
- What would the child's full school day look like?
- Who coordinates support, and how are parents involved?
- What is the next formal decision and who makes it?
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.