How to write SEN support notes that actually help

SEN support notes — the provision descriptions, strategies, and targets that live in a child's learning plan — are some of the most important documents a school produces. They are also frequently too vague to be of any practical use.

“Needs additional support.” “Benefits from clear instructions.” “May need tasks broken down.” These phrases are everywhere. They say almost nothing. A teaching assistant new to supporting a particular child, reading those notes on their first day, would finish them no better equipped than when they started.

Here is how to write support notes that actually help.

Be specific about the need

Vague needs produce vague strategies. Before writing any support note, be as precise as possible about what the child actually finds difficult.

Not: “Has difficulties with reading.” But: “Reads accurately at phonics level but struggles to retain what she has read across a longer text — comprehension breaks down after approximately half a page of continuous prose.”

Not: “Finds transitions difficult.” But: “Becomes anxious when a session ends unexpectedly or without warning — responds well to a 5-minute verbal warning and a brief description of what comes next.”

Write strategies that anyone could follow

The test for a good strategy is this: could a supply teacher, on their first day in this classroom, read this note and know what to do? If the answer is no, the note is not useful enough.

“Ensure tasks are broken down” is not a strategy. “Break written tasks into numbered steps, presented one at a time. Cover steps not yet reached to reduce visual overwhelm” is.

SMART targets — and what they actually mean

SMART targets (Specific, Measurable, Achievable, Relevant, Time-bound) are the standard for a reason. But in practice, many targets that get written as SMART are not. “To improve reading by the end of the year” is not a target. “To be able to accurately retell the main events of a short text in the correct order, without prompting, by July” is.

The Measurable part is often the weakest. Ask: how will we know if this has been achieved? The answer should be concrete.

Phrases for common needs

Attention and focus: - “Works best in short, varied tasks. Aim for no more than 10 minutes on a single activity before a brief change of focus.” - “Benefits from a fidget tool on the desk — this appears to support focus rather than distract from it.”

Social and emotional needs: - “May need a brief check-in at the start of the day to settle. A simple 'How are you today?' often provides enough connection to start work.” - “When dysregulated, does not respond well to direct instruction. A brief, quiet, non-confrontational prompt works better — e.g. 'Take a moment and let me know when you're ready.'”

Processing and language: - “Processes verbal information slowly — allow extra time before expecting a response. Do not repeat the same instruction in different words; this can increase confusion.” - “Responds well to visual alongside verbal — a written version of the key task instruction on the desk supports independent working.”