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School & Parent Support (Meeting / Advocacy) -Help to prepare for school conversations
Help to prepare for school conversations
£200 | 60 minutes | Zoom or telephone
A focused 60-minute session to help you prepare for an important conversation with school.
This support is for parents who need to speak with a class teacher, SENCo, pastoral lead, attendance officer, behaviour lead, local authority officer or another professional involved in their child’s education.
You may be worried about behaviour, learning, emotional regulation, school anxiety, masking, friendship difficulties, attendance, reduced timetables, exclusions, dyslexia, ADHD, autism, sensory needs, confidence, communication, or unmet SEND needs.
You may also be hearing the classic line:
“They’re absolutely fine in school.”
Lovely. Except home is currently one missing shoe away from a full domestic collapse.
This session helps you walk into the meeting prepared, focused and clear about what your child needs — without apologising, over-explaining, or leaving with another vague promise to “monitor the situation”.
Best for parents who need help with:
preparing for a meeting with a teacher, SENCo or pastoral lead
raising concerns about learning, behaviour, attendance or emotional wellbeing
explaining what is happening at home clearly and calmly
understanding whether your child’s needs are being properly recognised
discussing ADHD, autism, dyslexia, anxiety, sensory needs or emotional regulation
preparing for a SEND support review, IEP, ISP or learning support meeting
asking about reasonable adjustments and classroom support
challenging vague reassurance when nothing is actually changing
preparing for EHCP conversations, evidence gathering or next steps
feeling more confident before a difficult school conversation
This is not about going into school ready for battle.
It is about going in prepared.
There is a difference.
What we cover in the session
We look at what is happening, what school are seeing, what you are seeing at home, what support is already in place, what may be missing, and what needs to be asked for next.
Depending on your situation, we may cover:
What is actually getting in the way
We look beyond the surface behaviour and think about the possible barriers underneath.
This may include attention, emotional regulation, anxiety, dyslexia, autism, sensory overload, communication needs, confidence, sleep, executive functioning, masking, school pressure, friendship difficulties or unmet SEND needs.
The aim is not to label everything.
The aim is to understand what may be making school harder than it needs to be.
How to structure the meeting
We plan what you need to say, what order to say it in, and what you want to come away with.
This helps you avoid being quietly spun around in professional circles until you leave with three leaflets, no plan, and a headache.
What to say and how to say it
I help you phrase your concerns clearly, firmly and professionally.
Not aggressive.
Not apologetic.
Not emotionally steamrolled.
Clear.
What evidence matters
We look at the examples that will help school understand the impact on your child.
This may include what happens before school, after school, during homework, around transitions, with friendships, during learning tasks, or after a day of masking.
Good examples make meetings stronger.
Vague worry is easy to dismiss. Clear patterns are harder to ignore.
Understanding school support
We look at what support is already in place and whether it is specific enough.
That may include targets, adjustments, interventions, support plans, SEND paperwork, behaviour plans, attendance plans or review notes.
The question is not just:
“Is something written down?”
The better question is:
“Is the support clearly matched to my child’s needs, and is it actually happening?”
What to push back on
We prepare for vague phrases such as:
“We’ll keep an eye on it.”
“They just need to try harder.”
“They’re fine once they’re here.”
“All children struggle with that.”
“They can do it when they want to.”
“We don’t see that in school.”
Some of these comments may be well-meant.
But well-meant is not the same as useful.
What to ask for next
You leave knowing what questions to ask, what needs putting in writing, what support may be reasonable, and what the next step should be.
This may include a review date, clearer targets, classroom adjustments, further observations, referral discussions, additional evidence gathering, SEN support, or EHCP-related next steps.
You may need this if:
you feel talked over, dismissed or fobbed off in school meetings
you are unsure what support your child should be getting
you do not understand the reports, targets or SEND paperwork
your child is struggling at home, school, or both
behaviour is being treated as defiance rather than difficulty
your child is masking during the school day and falling apart afterwards
school are focusing on behaviour but missing the barrier underneath
attendance, anxiety, friendships or learning are becoming a concern
you are worried your child’s ADHD, autism, dyslexia, emotional or sensory needs are not being recognised
you want to attend a meeting feeling calm, prepared and credible
What you leave with
By the end of the session, you will have:
a clearer understanding of the key issues
a simple meeting plan
questions to ask school
wording you can use
a better understanding of SEND support and next steps
clarity about what to request
a stronger sense of what is reasonable, realistic and worth challenging
This is not about becoming a difficult parent.
It is about becoming a prepared parent.
The kind who walks into a school meeting knowing what matters, what to ask for, what needs recording, and when “we’ll monitor the situation” is simply not good enough.
Because monitoring is not a plan.
Support is a plan.
Clear targets are a plan.
Review dates are a plan.
Actual provision is a plan.
Session details
Length: 60 minutes
Format: Zoom or telephone
Price: £200
Additional time: Can be booked if needed
This session is suitable for a wide range of school concerns, including learning, behaviour, emotional wellbeing, attendance, SEND support, ADHD, autism, dyslexia, anxiety, masking, sensory needs, friendship difficulties and school communication.
Help to prepare for school conversations
£200 | 60 minutes | Zoom or telephone
A focused 60-minute session to help you prepare for an important conversation with school.
This support is for parents who need to speak with a class teacher, SENCo, pastoral lead, attendance officer, behaviour lead, local authority officer or another professional involved in their child’s education.
You may be worried about behaviour, learning, emotional regulation, school anxiety, masking, friendship difficulties, attendance, reduced timetables, exclusions, dyslexia, ADHD, autism, sensory needs, confidence, communication, or unmet SEND needs.
You may also be hearing the classic line:
“They’re absolutely fine in school.”
Lovely. Except home is currently one missing shoe away from a full domestic collapse.
This session helps you walk into the meeting prepared, focused and clear about what your child needs — without apologising, over-explaining, or leaving with another vague promise to “monitor the situation”.
Best for parents who need help with:
preparing for a meeting with a teacher, SENCo or pastoral lead
raising concerns about learning, behaviour, attendance or emotional wellbeing
explaining what is happening at home clearly and calmly
understanding whether your child’s needs are being properly recognised
discussing ADHD, autism, dyslexia, anxiety, sensory needs or emotional regulation
preparing for a SEND support review, IEP, ISP or learning support meeting
asking about reasonable adjustments and classroom support
challenging vague reassurance when nothing is actually changing
preparing for EHCP conversations, evidence gathering or next steps
feeling more confident before a difficult school conversation
This is not about going into school ready for battle.
It is about going in prepared.
There is a difference.
What we cover in the session
We look at what is happening, what school are seeing, what you are seeing at home, what support is already in place, what may be missing, and what needs to be asked for next.
Depending on your situation, we may cover:
What is actually getting in the way
We look beyond the surface behaviour and think about the possible barriers underneath.
This may include attention, emotional regulation, anxiety, dyslexia, autism, sensory overload, communication needs, confidence, sleep, executive functioning, masking, school pressure, friendship difficulties or unmet SEND needs.
The aim is not to label everything.
The aim is to understand what may be making school harder than it needs to be.
How to structure the meeting
We plan what you need to say, what order to say it in, and what you want to come away with.
This helps you avoid being quietly spun around in professional circles until you leave with three leaflets, no plan, and a headache.
What to say and how to say it
I help you phrase your concerns clearly, firmly and professionally.
Not aggressive.
Not apologetic.
Not emotionally steamrolled.
Clear.
What evidence matters
We look at the examples that will help school understand the impact on your child.
This may include what happens before school, after school, during homework, around transitions, with friendships, during learning tasks, or after a day of masking.
Good examples make meetings stronger.
Vague worry is easy to dismiss. Clear patterns are harder to ignore.
Understanding school support
We look at what support is already in place and whether it is specific enough.
That may include targets, adjustments, interventions, support plans, SEND paperwork, behaviour plans, attendance plans or review notes.
The question is not just:
“Is something written down?”
The better question is:
“Is the support clearly matched to my child’s needs, and is it actually happening?”
What to push back on
We prepare for vague phrases such as:
“We’ll keep an eye on it.”
“They just need to try harder.”
“They’re fine once they’re here.”
“All children struggle with that.”
“They can do it when they want to.”
“We don’t see that in school.”
Some of these comments may be well-meant.
But well-meant is not the same as useful.
What to ask for next
You leave knowing what questions to ask, what needs putting in writing, what support may be reasonable, and what the next step should be.
This may include a review date, clearer targets, classroom adjustments, further observations, referral discussions, additional evidence gathering, SEN support, or EHCP-related next steps.
You may need this if:
you feel talked over, dismissed or fobbed off in school meetings
you are unsure what support your child should be getting
you do not understand the reports, targets or SEND paperwork
your child is struggling at home, school, or both
behaviour is being treated as defiance rather than difficulty
your child is masking during the school day and falling apart afterwards
school are focusing on behaviour but missing the barrier underneath
attendance, anxiety, friendships or learning are becoming a concern
you are worried your child’s ADHD, autism, dyslexia, emotional or sensory needs are not being recognised
you want to attend a meeting feeling calm, prepared and credible
What you leave with
By the end of the session, you will have:
a clearer understanding of the key issues
a simple meeting plan
questions to ask school
wording you can use
a better understanding of SEND support and next steps
clarity about what to request
a stronger sense of what is reasonable, realistic and worth challenging
This is not about becoming a difficult parent.
It is about becoming a prepared parent.
The kind who walks into a school meeting knowing what matters, what to ask for, what needs recording, and when “we’ll monitor the situation” is simply not good enough.
Because monitoring is not a plan.
Support is a plan.
Clear targets are a plan.
Review dates are a plan.
Actual provision is a plan.
Session details
Length: 60 minutes
Format: Zoom or telephone
Price: £200
Additional time: Can be booked if needed
This session is suitable for a wide range of school concerns, including learning, behaviour, emotional wellbeing, attendance, SEND support, ADHD, autism, dyslexia, anxiety, masking, sensory needs, friendship difficulties and school communication.