10 Essential Questions Every Parent Should Ask!

10 Essential Questions Every Parent Should Ask About Their Child’s School Interventions

Whether your child has an EHCP or not — you deserve clarity.

If you’re parenting a neurodivergent child, you already know how confusing the world of “interventions,” “strategies,” and “programs” can feel. One teacher says they’re using a literacy intervention, another mentions a social-emotional program, the EHCP references something called targeted support… but no one tells you what any of it actually means.

You’re not alone. Many parents feel kept in the dark — not because schools mean to hide things, but because the system is busy, stretched, and full of jargon.

But here’s the truth:

You have the right to understand exactly what support your child is receiving.

And if your child has an EHCP, that right is even stronger. Section F must name the intervention, identify who delivers it, and state how often, for how long, and to achieve what specific outcome. No vague wording. No guessing. No “they’ll have support as needed.”

Clarity matters — because clarity is what protects your child, strengthens your partnership with school, and helps progress actually happen.

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⭐ Why Today’s Blog Matters

Whether you’re preparing for a meeting, reviewing an EHCP, or just trying to understand what’s going on during the school day, having the right questions can shift everything.

Below are 10 simple but powerful questions you can ask your child’s SENCO or teacher. These questions open doors, create transparency, and ensure that everyone — including you and your child — is part of the process.

Use them in meetings, emails, parent evenings, annual reviews, or whenever something new is introduced.

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10 Helpful Questions to Ask About Any Intervention

1. What is the programme?

Ask for the exact name. “Reading support” is not enough — but Precision Teaching, Nessy, Zones of Regulation, or ELSA is.

Clear names help you research and understand what’s happening.

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2. Why have you chosen it?

This helps you understand the school’s reasoning:

Is it evidence-based? Is it recommended by a professional? Does it match your child’s assessed needs?

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3. What is the intended outcome for my child? (And how will it be measured?)

Progress must be specific and visible — not vague phrases like “improve confidence.”

Ask for measurable targets: reading accuracy, working memory skills, emotional regulation, handwriting stamina, etc.

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4. How is it supposed to work?

This tells you whether it’s:

1:1

small group

whole class

skill-based

structured

child-led

therapist-designed

Understanding the mechanism helps you know whether the approach fits your child.

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5. How can we practise the skills at home?

Intervention is strongest when school and home work together.

This might include:

short games

visual prompts

calm-down strategies

reading routines

sensory regulation tools

(And home practice should be reasonable — not overwhelming.)

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6. Are there strategies being taught that I also need to learn? If so, how will I learn them?

For some interventions — especially sensory or SEMH — consistency matters.

Schools should be willing to show you:

regulation methods

communication strategies

visuals or scripts

reward systems

specific step-by-step techniques

Learning them helps you support your child in the same way school does.

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7. How will I know how the programme is going?

Ask how often you will receive updates — and in what form:

notes

emails

meetings

data tracking

before/after assessments

You should not be left waiting six months to hear whether something is working.

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8. How can I report back on our at-home experiences to feed into the learning process?

Your insight is valuable.

If something works brilliantly (or not at all) at home, that should shape the school’s approach.

Ask how they want your input:

weekly email?

communication book?

check-ins?

shared app?

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9. How is my child involved in planning and decision-making?

Children — especially neurodivergent children — engage best when they feel heard.

Schools should be involving your child in:

setting goals

choosing tools

understanding what the intervention is for

reviewing progress

Their voice matters.

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10. How will this learning transfer into other environments or with other professionals?

This is crucial.

Skills learned in an intervention must carry over into:

the classroom

playground

home

therapy sessions

future teachers

Ask what the plan is to make sure the learning sticks.

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🌿 Final Thoughts

You don’t need to be an expert in SEND to advocate for your child.

You just need the right questions.

Whether your child has an EHCP or not, you are entitled to clear, transparent information about what support is happening, why it’s being used, and how it will help your child thrive.

Use this list whenever you need it. Print it. Save it. Bring it to meetings.

And remember — you are your child’s greatest advocate, and you deserve answers