Lesson 5.1

The two weeks before

Reviewed June 2026 About 3 minutes to read

Information, not legal advice. Applies in England. Reviewed June 2026.

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A short video for this lesson is on its way. Everything it will cover is in the lesson below.

Parents rarely lose ground in meetings because they were wrong. They lose it because they walked in unprepared, and the room moved faster than they did. The two weeks before a SEN meeting are where you take that back. This applies to England; if you are in Scotland, Wales or Northern Ireland the system differs, so check your nation.

Start by writing down, in one or two sentences, what you want to walk out with. Be specific. “I want a clear plan for how reading is supported, and a date to review it” beats “I want them to do more”. Then email the school to confirm the time, who will be there, and how long it will last. In that same email, ask for any current support plan, provision map, or SEN record they hold, so you can read it before you sit down.

With a week to go, read what they sent and note anything missing, vague, or not actually happening. Gather your evidence: recent reports, your own notes on how your child is at home, messages from school, examples of work, anything from a GP, paediatrician or therapist. Ask your child, in a way that suits them, what helps and what is hard. Write their words down. Their voice carries weight.

Top tip
Fill in a one-page “bring this to the meeting” sheet: your child in a nutshell, your top three asks in order, your evidence list, and one sentence on what “good” looks like after the meeting. Put it in a folder with your evidence and print it the day before.

Two or three days before, settle your top three asks and put them in order. You may not get all three, so know which one matters most. The day before, decide who is taking notes. If you can bring a second adult, do. One listens, one writes. Then get an early night. Calm and rested beats fired up and frazzled every time.

Bring an agenda and hand it over at the start, or email it the day before. A parent who brings an agenda sets the tone. Keep it short: where my child is now, what support is in place today, what is working and what is not, my three asks, the plan (who does what, by when), how we will know it is working, and a follow-up. And carry the three questions that cut through any meeting:

Did you know
Three plain questions turn talk into action: “What exactly will be put in place, who will do it, and by when?”, “How will we know if it is working, and when will we check?”, and “If this does not work, what is the next step?”

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Important: This is general information, not legal advice, and it applies to England. SEN law, statutory timescales and guidance can change, and every child's situation is different. Check the current position, or take specialist advice, before you act. For free, independent support, contact IPSEA or your local SENDIASS. Last reviewed: June 2026.