Navigating SEND with SEN Parent Support Group
Using the APDR Cycle to Get Special Educational Needs Identified in School
If your child is finding school harder than their peers , whether that’s with reading, staying focused, understanding instructions, or managing emotions it’s time to pay attention. Many parents worry they’ll be told they’re “overreacting” or that “it’s just a phase.” But if your gut says something’s not right, this post is for you.
Let’s talk about what schools should actually be doing legally before a diagnosis or EHCP even enters the picture.
What is the APDR Cycle?
Assess, Plan, Do, Review (APDR) is part of the Graduated Response schools must follow under the SEND Code of Practice 2015. It’s not a “nice to have” it’s a legal requirement.
Here’s how it works:
| Stage | What It Means | What Parents Should Expect |
|---|---|---|
| Assess | Teachers identify barriers to learning or behaviour. | Observations, data, and possibly in-school assessments. |
| Plan | A support plan is agreed specific to the child. | Written targets, with input from parents and, where possible, the child. |
| Do | The support is delivered. | Interventions, reasonable adjustments, or additional help during lessons. |
| Review | The support is reviewed after a set time (usually half-termly). | Progress is evaluated what’s working, what isn’t. Adjustments are made. |
Each cycle should be documented and revisited—and schools must quantify the support (e.g. “30 mins 1:1 phonics three times a week” is better than “extra help with reading”). Note: it is not a requirement in LAW to do a certain amount of cycles first prior to EHCPNA.
APDR should also be used as evidence to support the schools narrative of: “We do not see what you see”
Why Quantified APDR Matters
Vague plans like “child to receive some support” are meaningless. Legally, schools should outline:
- What support is being given
- How often and for how long
- Who is delivering it (TA, teacher, specialist, etc.)
- What the outcomes should be
This detail matters because it helps build a clear evidence base. If the support doesn’t close the gap, it justifies the next step: a formal request for an EHC needs assessment under Section 36 of the Children and Families Act 2014.
What You Can Do as a Parent (resource tools hyperlinked)
- Ask for evidence Request copies of any support plans, progress reviews, and school-based assessments or APDR if they are saying that they do not see what you see!
- Keep a SEND diary Record what you see at home meltdowns after school, missed homework, constant fatigue. This is evidence.
- Use your voice Tell the school, in writing, “I believe my child may have an unmet special educational need. Please confirm what steps have been taken under the APDR cycle.”
- Challenge vague provision If the plan says “will get help with reading,” ask what, who, when, and how often. Schools must be specific.
- Don’t wait for a diagnosis The law doesn’t require a label to trigger support. If your child has a need that affects learning, the school must act.
Trust your instincts. Be assertive, not apologetic. And remember your voice matters just as much as the professionals around the table.
The APDR cycle isn’t a tick-box. It’s meant to be child-centred, responsive, and proactive. When properly documented and executed, it can either help children thrive within school based support, or act as the launchpad for an EHCP when needed.
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