Development Concerns Guide
I'm Worried About My Child's Development
Parents are often the first people to notice that something about their child's development, communication, learning, behaviour or wellbeing may be different. Having concerns does not necessarily mean that your child has a special educational need or a diagnosis. It is a reason to ask questions, share what you have noticed and find out what support may be helpful.
Your pathway
Where to Start
If something about your child's development is worrying you, these steps may help you work out what to do next.
What this might mean
- Children develop at different rates, and a difference does not always mean there is a difficulty.
- Some children may need extra support for a short time; others may need support over a longer period.
- A concern is a good reason to start a conversation — it does not mean a diagnosis is needed.
What you can do
- Share what you have noticed with your child's setting or school.
- Ask what support may already be available within the setting.
- Ask whether anyone else, such as a health professional, may need to be involved.
What to think about / record
- What you notice, when it happens and how often.
- What seems to help and what your child finds harder.
- Your child's strengths and interests, not only their difficulties.
Who you can talk to
- Your child's class teacher, key person or SENCo.
- Your health visitor or GP, where health may be relevant.
- Your local authority's SEND information, advice and support service.
What to do next
- Read about support that may be available at school.
- Download the Free SEND Starter Pack for practical next steps.
This is general information to help you think about next steps. It is not legal advice, and every child's situation is different — where appropriate, consider seeking further advice.
Where Should I Start?
Parents can begin by talking to the professionals who know their child well, such as:
- Nursery or early years staff
- Class teacher
- SENCo
- Health visitor
- GP or other appropriate health professional
You do not need all the answers
Sharing specific examples of what you have noticed can help professionals understand your concerns.
Examples
What Might You Notice?
Communication and Language
Difficulties understanding or using language, communicating needs or joining conversations.
Learning and Development
Your child may find particular aspects of learning significantly more difficult than expected or may need more repetition, modelling or support.
Social Interaction
Your child may find it difficult to develop relationships, understand social situations or participate comfortably with other children.
Emotional Regulation and Wellbeing
Your child may experience strong emotional responses, anxiety, difficulty managing feelings or becoming overwhelmed.
Sensory Differences
Your child may respond differently to sounds, touch, movement, clothing, food, light or other sensory experiences.
Attention, Activity and Organisation
Your child may find it difficult to maintain attention, manage impulses, follow routines or organise themselves.
Physical or Motor Development
You may notice differences in coordination, movement, fine motor skills or other aspects of physical development.
Examples, not diagnostic criteria
Children develop at different rates, and experiencing one or more of these differences does not by itself mean that a child has SEND or requires a diagnosis.
Keep track
Keep a Record of What You Notice
Parents may find it useful to record:
- What happened
- When it happened
- What was happening immediately beforehand
- What helped
- What made the situation more difficult
- How often it happens
- Whether it happens at home, nursery/school or in other environments
- Write down specific examples rather than general concerns.
- Note your child's strengths as well as areas where they are finding things difficult.
- Keep copies of relevant reports or assessments.
- Share useful information with nursery, school or relevant professionals.
- Ask questions if you do not understand something that has been suggested.
Working together
Talk to Your Child's Setting
If your child attends nursery, school or another educational setting, sharing your concerns with staff can help build a fuller picture of how your child is managing in different environments.
Questions you could ask
Ask what staff have noticed, what your child's strengths are, whether they have identified any areas of need and whether any additional support or adjustments could be helpful.
Understanding diagnosis
Does My Child Need a Diagnosis?
A diagnosis and special educational support are not the same thing.
Some children may have identified SEND without having a formal diagnosis. Equally, a child may receive a diagnosis but have needs that can be appropriately supported through the provision already available.
The important question is what your child needs to participate, learn, communicate, develop and feel safe and supported.
Possible pathways
What Happens Next?
Monitor and Review
Sometimes concerns may be monitored over time while parents and professionals build a clearer picture of your child's development.
Additional Support
Nursery or school may identify strategies, adaptations or additional support that could help your child.
Further Assessment or Advice
Where appropriate, professionals may recommend further assessment, specialist advice or referral to another service.
SEND Support
If your child's needs are affecting their access to education, the setting may consider whether SEN Support or other provision is appropriate.
When Should I Ask for More Help?
If your concerns are persistent, are having a significant impact on your child's wellbeing or access to education, or you feel that your child needs more support than they are currently receiving, it is reasonable to ask for further advice.
You know your child well
Your observations are an important part of understanding their needs.
Need More Help?
Knowing whether your concerns are significant, what questions to ask and which professional to approach can sometimes feel difficult.