# An autistic child in your reception or Key Stage 1 class: SEN support and your role

> If an autistic child is in your reception or Key Stage 1 class, you are responsible for their progress, even when a teaching assistant supports them. With the SENCO and the family, you plan SEN support in a cycle of assess, plan, do and review, make reasonable adjustments in advance and meet parents at least three times a year. None of this needs a diagnosis, and the 2026 reforms have not changed the law.

- Canonical page: https://rocksmakepebbles.co.uk/guides/autism-in-reception-and-key-stage-1
- Publisher: Rocks Make Pebbles (https://rocksmakepebbles.co.uk)
- Topic: For nurseries and schools
- Applies to: England
- Last updated: 1 October 2026. Checked against sources: 1 October 2026
- Professional review: Not yet reviewed (waiting for review by a SENCO, primary teacher, educational psychologist and SEND legal adviser)
- Drafted with the help of AI tools and checked against the sources listed below. Editorial policy: https://rocksmakepebbles.co.uk/editorial-policy

## Key points

- The class teacher is responsible for an autistic pupil's progress, including when a teaching assistant supports them.
- SEN support is a cycle of assess, plan, do and review, agreed with parents and the child. It needs no diagnosis.
- Schools should meet parents of a child on SEN support at least three times a year and give them a record of what was agreed.
- Reasonable adjustments are anticipatory: plan visual timetables, short instructions, movement breaks and calmer lunches before the child needs them.
- Before compulsory school age, parents can choose part-time attendance in reception. The decision is theirs.
- The 2026 SEND reforms are not law yet, but mainstream schools must publish an inclusion strategy by 31 December 2026.

## Who is responsible for an autistic child in your class?

You are, with the SENCO's support. The [SEND Code of Practice](https://assets.publishing.service.gov.uk/media/5a7dcb85ed915d2ac884d995/SEND_Code_of_Practice_January_2015.pdf), the statutory guidance for schools in England, says in paragraph 6.36: "Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff." Most of this guide applies in Year 3 too.

The Code adds:

- "Additional intervention and support cannot compensate for a lack of good quality teaching" (para 6.37).
- The class teacher "should remain responsible for working with the child on a daily basis", even when some teaching happens away from the class, and should "work closely with any teaching assistants or specialist staff involved" (para 6.52). See [teaching assistants and autistic children](https://rocksmakepebbles.co.uk/guides/teaching-assistants-supporting-autistic-children).

The [SENCO](https://rocksmakepebbles.co.uk/glossary#senco) (special educational needs co-ordinator) advises and co-ordinates, but does not take over. Maintained schools and academies must have a qualified teacher as SENCO, ideally on the leadership team, with "sufficient time and resources" (paras 6.84 to 6.91). Paragraphs 6.85 to 6.86 are out of date: the National Award for SENCOs "was replaced with a leadership-level SENCO national professional qualification (NPQ)", mandatory since 1 September 2024 ([DfE](https://www.gov.uk/government/publications/mandatory-qualification-for-sencos)).

> **Good to know:** Support never waits for a diagnosis. The law defines special educational needs by the help a child needs ([Children and Families Act 2014, s.20](https://www.legislation.gov.uk/ukpga/2014/6/section/20)), and DfE says school inclusion strategies should set out how schools "will support pupils with SEND without formal assessment or diagnosis" ([DfE, June 2026](https://assets.publishing.service.gov.uk/media/6a8d86b33b22fb169dc18d1f/What_s_happening_now_to_support_children_and_young_people_with_SEND_in_mainstream_education.pdf)).

## How does SEN support work in your class?

[SEN support](https://rocksmakepebbles.co.uk/glossary#sen-support) is the extra help the school plans and gives. It runs as a four-part cycle of assess, plan, do and review, called the [graduated approach](https://rocksmakepebbles.co.uk/glossary#graduated-approach), and each cycle builds on the last ([SEND Code of Practice, para 6.44](https://assets.publishing.service.gov.uk/media/5a7dcb85ed915d2ac884d995/SEND_Code_of_Practice_January_2015.pdf)).

| Stage | What you do | What the Code says |
|---|---|---|
| Assess | With the SENCO, gather your observations, the child's progress, and the parents' and child's views | "Schools should take seriously any concerns raised by a parent" (6.45) |
| Plan | Agree the adjustments and support, the difference they should make and a review date | Parents "must be formally notified" (6.48) |
| Do | Teach the child every day, and plan with any teaching assistant (TA) how support links to class teaching | The teacher "should remain responsible" (6.52) |
| Review | On the agreed date, look at what changed with the family and the child, then revise the plan | Parents "should have clear information about the impact" (6.55) |

The Code also says:

1. "Schools should meet parents at least three times each year" to set outcomes and review progress (para 6.65), usually led by the class teacher with the SENCO (6.67).
2. "The views of the pupil should be included", in the meeting or gathered beforehand (6.70).
3. A record of what was agreed "should be given to the pupil's parents" (6.71).

Many schools call this record a SEN support plan; the Code sets no template (6.72). Keep it short: what adults will do differently, and the review date.

Don't take a quiet child's calm at face value: the National Autistic Society warns against assuming "everything is fine because the pupil seems quiet or compliant" ([NAS](https://www.autism.org.uk/advice-and-guidance/education/getting-help-at-school/what-can-my-autistic-child-get-support-with-at-school)). If you have concerns the family hasn't raised, see [talking to parents about autism concerns](https://rocksmakepebbles.co.uk/guides/talking-to-parents-about-autism-concerns).

> **Try this:** Before each review, ask the child what helps and what is hard, in a way that suits them: photos of the day to sort into "good" and "hard", a choice of two pictures, or thumbs up or down. Take their answers into the meeting.

## What teaching and adjustments help autistic pupils?

Start with good teaching for the whole class, then adjust the hardest parts of the day. The Education Endowment Foundation (EEF) says "To a great extent, good teaching for pupils with SEND is good teaching for all", and makes five recommendations for mainstream schools ([EEF](https://d2tic4wvo1iusb.cloudfront.net/production/eef-guidance-reports/send/eef_special_educational_needs_in_mainstream_schools_recommendations_poster_2026-07-17-152355_xpga.pdf)):

1. "Create a positive and supportive environment for all pupils, without exception."
2. Build an ongoing understanding of each pupil's needs.
3. "Ensure all pupils have access to high quality teaching", such as explicit instruction and scaffolding.
4. Add "carefully selected small-group and one-to-one interventions" on top of good teaching, not instead of it.
5. "Work effectively with teaching assistants."

Common adjustments:

- **The day:** a [visual timetable](https://rocksmakepebbles.co.uk/glossary#visual-timetable) the child can see, showing changes before they happen. The National Autistic Society advises: "Build predictable routines and give early warning of changes" ([NAS](https://www.autism.org.uk/advice-and-guidance/education/getting-help-at-school/what-can-my-autistic-child-get-support-with-at-school)).
- **Instructions:** short, one step at a time, shown as well as said, with "extra time to process information" ([NAS](https://www.autism.org.uk/advice-and-guidance/education/getting-help-at-school/what-can-my-autistic-child-get-support-with-at-school)).
- **Movement:** DfE's behaviour guidance suggests "short, planned movement breaks", put in place in advance ([DfE](https://assets.publishing.service.gov.uk/media/65ce3721e1bdec001a3221fe/Behaviour_in_schools_-_advice_for_headteachers_and_school_staff_Feb_2024.pdf)).
- **Lunch:** a quieter place to eat, such as "a quiet lunchtime club", or letting the child go "into the dinner hall before others" ([NAS](https://www.autism.org.uk/learn/knowledge-hub/professional-practice/adjustments-sensory)). Statutory attendance guidance asks schools to consider adjusting "lunchtime arrangements" ([DfE, para 59](https://assets.publishing.service.gov.uk/media/6a4f9ec6a6586e258d371bd0/Working_together_to_improve_school_attendance_2026.pdf)).
- **Assemblies:** warn the child before loud noises, allow ear defenders ([NAS](https://www.autism.org.uk/advice-and-guidance/education/getting-help-at-school/what-can-my-autistic-child-get-support-with-at-school)) and seat them where they can leave quietly. A review of 67 studies estimated that about 4 in 10 autistic people currently have decreased sound tolerance ([Williams et al. 2021](https://doi.org/10.1097/AUD.0000000000001005)).
- **PE and changing:** adjusted uniform and PE kit, "alternative sports or PE activities" ([NAS](https://www.autism.org.uk/advice-and-guidance/education/getting-help-at-school/what-can-my-autistic-child-get-support-with-at-school)), and extra time or a quieter corner to change.
- **Playtime:** buddy systems, lunchtime clubs and "safe spaces at lunchtime and during breaks" ([NAS](https://www.autism.org.uk/advice-and-guidance/education/getting-help-at-school/what-can-my-autistic-child-get-support-with-at-school)). Time alone can be a needed rest.
- **Phonics and reading:** for pupils with more complex needs, DfE's reading framework asks for daily teaching "with carefully structured, small and cumulative steps", familiar routines and, for non-speaking children, other ways to answer ([DfE reading framework](https://assets.publishing.service.gov.uk/media/664f600c05e5fe28788fc437/The_reading_framework_.pdf)).

For setting up the room, see [visual supports in the classroom](https://rocksmakepebbles.co.uk/guides/visual-supports-in-the-classroom); for distress, see [meltdowns and distress at nursery and school](https://rocksmakepebbles.co.uk/guides/meltdowns-and-distress-at-nursery-and-school). Our parent guide on [visual timetables](https://rocksmakepebbles.co.uk/guides/visual-timetables) helps families use the same pictures at home.

### Plan reasonable adjustments in advance

[Reasonable adjustments](https://rocksmakepebbles.co.uk/glossary#reasonable-adjustments) are a legal duty. The Code says schools "must make reasonable adjustments" and "These duties are anticipatory" (para 6.9); the Equality Act owes the duty to "disabled pupils generally" ([Schedule 13, para 2](https://www.legislation.gov.uk/ukpga/2010/15/schedule/13/paragraph/2)). Every school must also have a written accessibility plan to improve disabled pupils' access to the curriculum, the building and information, and must review and carry it out ([Schedule 10, para 3](https://www.legislation.gov.uk/ukpga/2010/15/schedule/10/paragraph/3)). So plan lunch, assemblies, PE and the timetable with the family before an autistic child's first day.

## How can you help an autistic child start reception or move up a year?

Plan early with the family and nursery, sharing only what the parents agree to.

### Starting reception

A child offered a reception place is entitled to start full time in the September after their fourth birthday. But parents can defer entry until later in the school year, and "where the parents wish, children may attend part-time until later in the school year but not beyond the point at which they reach compulsory school age" ([School Admissions Code 2021, para 2.17](https://assets.publishing.service.gov.uk/media/60ebfeb08fa8f50c76838685/School_admissions_code_2021.pdf)). Compulsory school age starts on 31 December, 31 March or 31 August after the fifth birthday, whichever comes first (same source).

> **Myth:** "The school decides whether a reception child goes part time." Before compulsory school age it happens "where the parents wish" (para 2.17), so the decision is the family's. A reduced timetable the school wants is different, with strict rules: see [refusing, excluding or sending home an autistic child](https://rocksmakepebbles.co.uk/guides/refusing-or-excluding-an-autistic-child).

The nursery should share information with you and agree with the parents what is shared ([SEND Code of Practice, para 5.47](https://assets.publishing.service.gov.uk/media/5a7dcb85ed915d2ac884d995/SEND_Code_of_Practice_January_2015.pdf)). With the family's agreement:

1. Ask the nursery for the child's plan and what works, and visit if you can.
2. Meet the family and ask for a [one-page profile](https://rocksmakepebbles.co.uk/glossary#one-page-profile) (try our [one-page profile template](https://rocksmakepebbles.co.uk/printables/one-page-profile)).
3. Offer extra visits and photos of the classroom, peg, toilets and hall. The National Autistic Society suggests sharing "timetables and maps, photos or videos" early ([NAS](https://www.autism.org.uk/advice-and-guidance/education/getting-help-at-school/what-can-my-autistic-child-get-support-with-at-school)).
4. Name one trusted adult for the child.
5. Plan the hard moments: drop-off, lunch, toilets (see [toileting and intimate care](https://rocksmakepebbles.co.uk/guides/toileting-and-intimate-care-in-nursery-and-school)), PE and assemblies.
6. Agree how you will share news with home.

A review of 27 studies found individual transition support and good communication between settings, and with home, helped most ([Nuske et al. 2019](https://doi.org/10.1177/1362361318754529)). In reception, reasonable adjustments to the EYFS Profile assessment "must be made as appropriate" for children with SEND ([EYFS framework, para 2.20](https://assets.publishing.service.gov.uk/media/6a5f8e4fb00f3323bf1a23a1/EYFS_group_and_school_based_from_September_2026.pdf)).

### Moving up a year

The National Autistic Society notes that "moving to a different class or a new classroom" can be stressful ([NAS](https://www.autism.org.uk/advice-and-guidance/education/getting-help-at-school/what-can-my-autistic-child-get-support-with-at-school)). Before the summer, share the plan with the next teacher, arrange visits and a photo book of the new room and adults, and keep the same visual timetable.

Families can read our guides on [starting nursery or reception](https://rocksmakepebbles.co.uk/guides/starting-nursery-or-school) and [transitions and change](https://rocksmakepebbles.co.uk/guides/transitions-and-change).

## When should you bring in specialists or ask for an EHC needs assessment?

Bring in specialists when a child keeps making little progress despite good support, and consider an [EHC needs assessment](https://rocksmakepebbles.co.uk/glossary#ehc-needs-assessment) when that is still not enough.

A school "should always involve a specialist where a pupil continues to make little or no progress" despite evidence-based SEN support from trained staff, and parents "should always be involved" in that decision ([SEND Code of Practice, para 6.59](https://assets.publishing.service.gov.uk/media/5a7dcb85ed915d2ac884d995/SEND_Code_of_Practice_January_2015.pdf)). Specialists include [educational psychologists](https://rocksmakepebbles.co.uk/glossary#educational-psychologist), specialist teachers, [speech and language therapists](https://rocksmakepebbles.co.uk/glossary#speech-and-language-therapist) and [occupational therapists](https://rocksmakepebbles.co.uk/glossary#occupational-therapist) (paras 6.61 to 6.62). From September 2026, [Experts at Hand](https://rocksmakepebbles.co.uk/glossary#experts-at-hand) starts bringing specialists into mainstream schools: children "will not need a diagnosis", and it "does not replace existing statutory duties" ([DfE](https://www.gov.uk/government/publications/supporting-send-reform-developing-the-experts-at-hand-offer/experts-at-hand-what-those-leading-and-working-in-mainstream-settings-need-to-know)).

If the school has taken "relevant and purposeful action" and the child has still not made expected progress, "the school or parents should consider requesting an Education, Health and Care needs assessment" (Code para 6.63). The school can ask the council itself: the law lets "a person acting on behalf of a school" make the request ([Children and Families Act 2014, s.36](https://www.legislation.gov.uk/ukpga/2014/6/section/36)), ideally "with the knowledge and agreement of the parent" (Code para 9.8). The legal test is whether the child "has or may have special educational needs" and it "may be necessary" to make provision through an [EHC plan](https://rocksmakepebbles.co.uk/glossary#ehcp) (s.36(8)).

Collect the evidence the council will look for as you go (Code para 9.14):

- attainment and rate of progress, or "developmental milestones in younger children"
- your SEN support plans and reviews: what you tried, for how long and what happened
- whether progress came only from "much additional intervention and support"
- advice from specialists and health professionals

Our parent guide on [how to request an EHC needs assessment](https://rocksmakepebbles.co.uk/guides/how-to-request-an-ehcp) explains the steps for families.

## What has changed in 2026, and what has not?

The SEND reforms have not changed the law yet. The Schools White Paper, "Every child achieving and thriving", was published on 23 February 2026 ([DfE](https://www.gov.uk/government/publications/every-child-achieving-and-thriving)), and the SEND consultation closed on 18 May 2026 ([DfE consultation](https://www.gov.uk/government/consultations/send-reform-putting-children-and-young-people-first)). As of 1 October 2026 there was no government response and no Bill in Parliament ([House of Commons Library](https://commonslibrary.parliament.uk/research-briefings/cbp-10550/)). Proposals such as [Individual Support Plans](https://rocksmakepebbles.co.uk/glossary#individual-support-plan), Specialist Provision Packages, National Inclusion Standards and an updated Code are not law. DfE expects new legislation "to come into effect from September 2029" ([DfE](https://assets.publishing.service.gov.uk/media/6a831e3492ec93e1e0329aad/Information_on_SEND_reform_for_those_working_in_Early_Years_settings.pdf)). See [SEND reforms 2026](https://rocksmakepebbles.co.uk/guides/send-reforms-2026).

Some changes are already happening without new law:

| What | When | What it means |
|---|---|---|
| School inclusion strategy | Must be published by 31 December 2026 | How your school supports pupils with SEND; a condition of the Inclusive Mainstream Fund, which covers reception ([DfE](https://www.gov.uk/government/publications/inclusive-mainstream-fund-2026-to-2027/inclusive-mainstream-fund-for-schools-conditions-of-grant-2026-to-2027)) |
| Inclusion bases | Planned | Run by a qualified teacher and "never used as a sanction" ([DfE](https://assets.publishing.service.gov.uk/media/6a8d86b33b22fb169dc18d1f/What_s_happening_now_to_support_children_and_young_people_with_SEND_in_mainstream_education.pdf)) |
| Experts at Hand | From September 2026 | Specialists in schools; no diagnosis needed |
| Free DfE SEND training | From 24 September 2026 | In-house sessions, most around an hour, for teachers and TAs ([DfE](https://www.gov.uk/government/collections/send-and-inclusion-training-for-mainstream-schools)) |
| Ofsted "Inclusion" grade | Since November 2025; toolkit updated from 7 September 2026 | See below |

### What Ofsted looks at

Ofsted's renewed framework, used since November 2025, grades "Inclusion" separately ([Ofsted](https://www.gov.uk/government/publications/education-inspection-framework-eif)). Under its schools toolkit for inspections from 7 September 2026, inspectors consider whether a qualified SENCO has the leadership status to lead improvement for pupils with SEND, whether leaders use the graduated approach and train staff in it, whether "appropriate reasonable adjustments are made", whether the accessibility plan "meets the requirements of the Equality Act 2010", and whether the school has published an inclusion strategy for children "in reception and above" ([Ofsted schools toolkit](https://assets.publishing.service.gov.uk/media/6a915d1c01bbff0bf8f97b51/Schools_inspection_toolkit.pdf)).

## How many autistic pupils are in primary schools?

In January 2026, 112,837 pupils in England's state-funded primary schools had autism recorded as their primary type of special educational need ([DfE, Special educational needs in England 2025/26](https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england)).

- In January 2026, 289,646 pupils in state-funded schools and non-maintained special schools had autism recorded as their primary need (same source).
- In January 2026, 33.5% of pupils with an EHC plan had autism as their primary need (same source).
- In the autumn term of 2025/26, 25.6% of primary school pupils with autism as their primary need were persistently absent, missing 10% or more of sessions, compared with 11.6% of primary pupils with no identified SEN ([DfE, Pupil absence in schools in England](https://explore-education-statistics.service.gov.uk/find-statistics/pupil-absence-in-schools-in-england)).

Primary need is not a diagnosis. DfE says type of need "does not indicate prevalence of a medical condition or diagnosis", and an autistic pupil's needs may be recorded as speech, language and communication needs instead. More figures are on our [autism statistics](https://rocksmakepebbles.co.uk/autism-statistics-uk) page.

## What does the research say?

Visual structure has the strongest support. Teacher-delivered programmes improve the skills they target, and coaching in the classroom beats courses or manuals alone.

- **Visual structure (strong).** A review of 31 studies found visual activity schedules are an evidence-based practice, "especially when used in combination with systematic instructional procedures" ([Knight et al. 2015](https://doi.org/10.1007/s10803-014-2201-z)). In 14 school studies with 38 children, TEACCH-style structured teaching helped children complete tasks independently ([Zhou et al. 2024](https://doi.org/10.1111/cch.13234)).
- **Teacher-delivered approaches (moderate).** In a trial with 66 preschool children, training their teachers in JASPER, a play-based approach, improved joint engagement, joint attention, play and language compared with a waitlist ([Chang et al. 2016](https://doi.org/10.1007/s10803-016-2752-2)). In 60 schools (197 pupils, average age 6.8), Classroom SCERTS with teacher coaching beat autism training modules on engagement, communication and social skills ([Morgan et al. 2018](https://doi.org/10.1037/ccp0000314)). Wider outcomes change less ([Sam et al. 2021](https://doi.org/10.1007/s10803-020-04706-x); [Boyd et al. 2018](https://doi.org/10.1007/s10803-018-3584-z)).
- **Coaching (moderate).** Preschool classrooms coached in the LEAP model for two years did better than classrooms given manuals only ([Strain and Bovey 2011](https://doi.org/10.1177/0271121411408740)). Across 60 studies, coaching improved teaching by 0.49 standard deviations, with smaller effects in large programmes ([Kraft et al. 2018](https://doi.org/10.3102/0034654318759268)). Ask for coaching in your room, not only a course.
- **Planning goals with parents (moderate).** In a trial with 49 teacher and child pairs, COMPASS, a structured parent and teacher planning meeting plus teacher coaching, led to far more progress on children's goals than a comparison group (d = 1.41 face to face) ([Ruble et al. 2013](https://doi.org/10.1037/a0032003)). The COMPASS trials come from one research team.
- **Teaching assistants (moderate).** Among over 8,000 pupils, those with the most support from assistants made less academic progress than similar pupils with less ([Blatchford et al. 2011](https://doi.org/10.1080/01411921003734645)). The EEF says pupils who struggle most "should spend at least as much time with the teacher as other pupils, if not more" ([EEF](https://d2tic4wvo1iusb.cloudfront.net/production/eef-guidance-reports/teaching-assistants/summary_of_recommendations_-_deployment_of_teaching_assistants.pdf)).

> **Evidence check:** Some popular tools have little support: a review concluded that weighted vests "cannot be recommended" ([Stephenson and Carter 2009](https://doi.org/10.1007/s10803-008-0605-3)), and Zones of Regulation "does not meet the standards for an evidence-based practice" ([Mason et al. 2024](https://journals.sagepub.com/doi/abs/10.1177/00224669231170202)). If a child likes a tool, note what changes, and never use it as a reward or remove it as a sanction.

## Where can you get more help?

For staff:

- **Your SENCO**, then the council's specialist services: educational psychology, specialist or autism outreach teachers (see the council's [Local Offer](https://rocksmakepebbles.co.uk/glossary#local-offer)), speech and language therapy and occupational therapy.
- **Experts at Hand**, rolling out from September 2026. Ask your SENCO what your area offers.
- **Free training:** DfE's [SEND and inclusion training for mainstream schools](https://www.gov.uk/government/collections/send-and-inclusion-training-for-mainstream-schools), Whole School SEND's free, DfE-funded [Universal SEND Services](https://www.wholeschoolsend.org.uk/page/universal-send-services), and the [Neuroinclusive Education Network](https://www.nen.org.uk/news/welcome-neuroinclusive-education-network-nen), formerly the Autism Education Trust.
- **Communication:** [Speech and Language UK](https://speechandlanguage.org.uk/educators-and-professionals/) has resources for schools.

For families:

- Their local [SENDIASS](https://rocksmakepebbles.co.uk/where-to-get-help#sendiass), the free SEND information, advice and support service, found through the [Council for Disabled Children](https://councilfordisabledchildren.org.uk/information-advice-and-support-services-network/find-your-local-ias-service/).
- [IPSEA](https://rocksmakepebbles.co.uk/where-to-get-help#ipsea) for free legal advice, the [National Autistic Society](https://rocksmakepebbles.co.uk/where-to-get-help#nas), and [Contact](https://rocksmakepebbles.co.uk/where-to-get-help#contact) for families with disabled children.
- Our parent guides on [SEN support or an EHCP?](https://rocksmakepebbles.co.uk/guides/sen-support-and-ehcps) and [SEND reforms 2026](https://rocksmakepebbles.co.uk/guides/send-reforms-2026).

> **Scotland, Wales and Northern Ireland:** This guide covers England. Scotland uses additional support for learning, with a Co-ordinated Support Plan for some children ([ASL Act 2004, s.2](https://www.legislation.gov.uk/asp/2004/4/section/2)). In Wales, maintained schools must designate an additional learning needs co-ordinator (ALNCo) ([ALN Act 2018, s.60](https://www.legislation.gov.uk/anaw/2018/2/section/60)), and plans are Individual Development Plans ([Welsh Government](https://www.gov.wales/additional-learning-needs-guidance-parents-and-carers)). Northern Ireland still uses statements of SEN; new regulations due to start on 1 September 2026 were delayed ([Department of Education NI](https://www.education-ni.gov.uk/publications/written-ministerial-statement-special-education-needs-sen-regulations-northern-ireland)).

## Questions staff ask

### Who is responsible for an autistic child's progress if they have a one-to-one TA?

The class teacher. The SEND Code of Practice says teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils get support from teaching assistants or specialist staff. The teacher should work with the child every day and plan with the teaching assistant how their support links to class teaching. The Education Endowment Foundation says teaching assistants should supplement the teacher, not replace them.

### Do we need a diagnosis to put SEN support in place for an autistic child?

No. In England, a child has special educational needs if they have a learning difficulty or disability that calls for special educational provision, and the law does not require a diagnosis. Plan support around what the child needs, agreed with the parents. DfE says school inclusion strategies should set out how pupils with SEND will be supported without formal assessment or diagnosis, and children will not need a diagnosis to get help through Experts at Hand.

### How often should we meet parents of a child on SEN support?

The SEND Code of Practice says schools should meet parents at least three times each year to set clear outcomes and review progress. The meetings are usually led by the class teacher, supported by the SENCO, and should include the child's views. Parents must be formally told when SEN support is provided, and a record of what was agreed should be given to them.

### Can parents choose for their child to attend reception part time?

Yes, until the child reaches compulsory school age. The School Admissions Code 2021 says a child offered a reception place is entitled to start full time in the September after their fourth birthday, that parents can defer entry until later in the school year, and that where the parents wish, children may attend part time until they reach compulsory school age. The decision is the parents', though it helps to plan it together. Different rules apply to part-time timetables after that age.

### Can a school request an EHC needs assessment without the parents?

The law allows a person acting on behalf of a school to ask the council for an EHC needs assessment, and parents can also ask themselves. The SEND Code of Practice says a school's request should ideally be made with the parents' knowledge and agreement where possible. In practice, talk to the family first, share your evidence of the support you have tried and what happened, and make the request together.

### Does a SENCO need a qualification?

Yes. In maintained schools and academies the SENCO must be a qualified teacher working at the school. Since 1 September 2024 the mandatory SENCO qualification has been a leadership-level national professional qualification (NPQ), which a new SENCO must gain within three years of taking up the post. It replaced the National Award in SEN co-ordination. The SEND Code of Practice, written in 2015, still describes the National Award, so that part of the Code is out of date.

### Have the 2026 SEND reforms changed what schools must do?

Not in law. The Schools White Paper was published on 23 February 2026 and the consultation closed on 18 May 2026, but as of 1 October 2026 there was no government response and no Bill in Parliament. The SEND Code of Practice and the Equality Act still apply. Some changes are happening without new law: mainstream schools must publish an inclusion strategy by 31 December 2026 as a condition of the Inclusive Mainstream Fund.

### What reasonable adjustments can a primary school make for an autistic child?

Common examples are a visual timetable, short instructions shown as well as said, predictable routines, planned movement breaks, a quieter place to eat, ear defenders and warnings before loud noises in assembly, adjusted PE kit, and a safe space at playtime. The duty is anticipatory, so plan adjustments with the family before the child needs them, and look at them again at each SEN support review.

## Sources

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2. [Mandatory qualification for SENCOs](https://www.gov.uk/government/publications/mandatory-qualification-for-sencos), Department for Education, 12 September 2024
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General information for families in the UK, not medical, legal or financial advice. If you are worried about your child's health, contact your GP or call NHS 111 (in Northern Ireland, your GP out of hours service). In an emergency, call 999.