School Support Toolkit
School Support Pathways
How to get the right support in school in England, Scotland, Wales and Northern Ireland.
FASD Compass · fasdcompass.co.uk/school-pathways/
A guide for teachers, SENCOs, ALNCos and school leaders on how to get the right support for a pupil with FASD, possible FASD or similar needs. It covers routine support for learning needs, how this differs from safeguarding, and the main routes in England, Scotland, Wales and Northern Ireland.
Support Should Be Needs-Led
You do not need a diagnosis to give support
In all four nations, support in school should be based on what a pupil needs, not on a diagnosis. Waiting lists for FASD assessment can be long. Start support now and keep reviewing it (DfE guidance, IPSEA).
If you think a health assessment may help
Schools do not diagnose FASD. Share what you have noticed with the parents or carers, and agree who will contact the GP, school nurse or health visitor. NICE QS204 says children and young people with probable prenatal alcohol exposure and significant physical, developmental or behavioural difficulties are referred for assessment (NICE QS204 Statement 3). Do not guess about alcohol exposure in pregnancy from a pupil’s behaviour, family or care history.
Work with the family
Parents and carers know the pupil best. Many children with FASD live with adoptive, foster or kinship carers, who may not know the birth history. Listen to what they see at home, share good news as well as concerns, and agree a simple way to keep in touch.
SEN Support or Safeguarding?
These are two separate routes. A pupil may need one, the other, or both.
| Routine support for learning needs | Safeguarding or child protection | |
|---|---|---|
| When to use it | A pupil has difficulties with learning, communication, attention, behaviour, sensory needs or regulation | You think a pupil is being harmed, or is at risk of abuse, neglect or exploitation |
| Who leads | Class teacher with the SENCO or ALNCo (in Scotland, school staff with the named person) | The designated safeguarding lead, person, coordinator or teacher |
| How quickly | Planned, with regular review | Straight away, the same day |
| Parents | Involved at every step | Follow your safeguarding procedures on what to share and when |
| FASD | Possible or diagnosed FASD is a reason to plan support | Possible FASD on its own is not a safeguarding concern |
If a child is in immediate danger
Call 999. Then follow your school’s safeguarding procedures. The name of the safeguarding role differs by nation (NSPCC Learning).
Pathways in Each Nation
England
1
Quality teaching and early adjustments
Class teachers adapt teaching for all pupils. Start with the ideas in the Classroom Support Plan Generator and talk to the family.
2
SEN support: assess, plan, do, review
If a pupil needs more than this, the SENCO and teacher agree SEN support with the family. The SEND Code of Practice describes a graduated approach of assess, plan, do and review, with progress reviewed at least termly. A diagnosis is not needed (DfE guidance for teachers).
3
Specialist advice
If progress is still limited, the school can ask for advice from an educational psychologist, speech and language therapist, occupational therapist or other specialists.
4
EHC needs assessment
If a pupil needs more support than the school can usually provide, the school or the parents can ask the local authority for an Education, Health and Care (EHC) needs assessment. Parents can find more detail in the School Advocacy Toolkit.
Safeguarding in England
Every school must have a designated safeguarding lead (DSL) from the senior leadership team, under Keeping Children Safe in Education. Tell the DSL straight away if you think a pupil is being harmed or is at risk of harm.
Free independent advice for families
IPSEA and the local SEND Information, Advice and Support Service (SENDIASS).
Changes ahead: The 2026 Schools White Paper proposes changes to SEND support in England. These need new laws and are not in place yet. The current system, including SEN support and EHC plans, still applies (DfE Education Hub, House of Commons Library).
Changes ahead: The 2026 Schools White Paper proposes changes to SEND support in England. These need new laws and are not in place yet. The current system, including SEN support and EHC plans, still applies (DfE Education Hub, House of Commons Library).
Scotland
1
Getting it right for every child
GIRFEC puts the child and family at the centre. Families should have a clear point of contact, often called the named person. During school years this is usually a head teacher or senior teacher (Scottish Government).
2
Additional support for learning
Under the Additional Support for Learning Act, schools must identify and meet additional support needs. Support should be in place whatever the reason for the need, and a diagnosis is not needed (ASL Code of Practice).
3
Child’s plan
If a child needs targeted support from more than one service, a child’s plan can bring it together, with a lead professional to coordinate it (GIRFEC child’s plan).
4
Coordinated support plan (CSP)
A CSP is a statutory plan for children whose needs are complex or multiple, last more than a year and need significant support from other agencies, as well as education.
Safeguarding in Scotland
Every school should have a child protection coordinator. Follow the National Guidance for Child Protection in Scotland and your local procedures. Tell the coordinator straight away if you think a child is being harmed or is at risk of harm.
Free independent advice for families
Enquire, the Scottish advice service for additional support for learning.
Wales
1
Universal learning provision
Lower-level needs are met through good teaching and support available to all learners.
2
Talk to the ALNCo
Every school has an Additional Learning Needs Coordinator (ALNCo). If a learner may have additional learning needs (ALN), the school should decide whether they do (Welsh Government ALN toolkit).
3
Individual Development Plan (IDP)
Learners with ALN have an IDP that sets out their needs and the support they will get. The school normally has up to 35 school days to decide and prepare it. IDPs are reviewed at least every 12 months (Welsh Government).
4
Local authority involvement
For learners with more complex needs, the local authority may prepare and maintain the IDP.
Safeguarding in Wales
Every school has a designated safeguarding person (DSP). Schools follow Keeping Learners Safe and the Wales Safeguarding Procedures. Tell the DSP straight away if you think a learner is being harmed or is at risk of harm.
Free independent advice for families
SNAP Cymru gives free, independent advice on ALN.
Northern Ireland
1
Talk to the SENCO
Class teachers and the SENCO identify needs and plan support with parents, using an individual education plan where needed.
2
Staged approach
The Code of Practice sets out a staged approach. Stages 1 to 3 are school-based support, with outside specialists involved at stage 3. Schools now record pupils in three stages, in preparation for the new SEN framework under the SEND Act (NI) 2016 (NI Assembly Research, Contact).
3
Statutory assessment
If a pupil needs more support than the school can give, the school or parents can ask the Education Authority for a statutory assessment, which may lead to a statement of special educational needs.
4
Reasonable adjustments
Schools also have a duty to make reasonable adjustments for disabled pupils under the Special Educational Needs and Disability (NI) Order 2005.
Safeguarding in Northern Ireland
Every school has a designated teacher for child protection. Follow the Department of Education guidance Child Protection and Safeguarding in Education. Tell the designated teacher straight away if you think a pupil is being harmed or is at risk of harm.
Free independent advice for families
SENAC, the Special Educational Needs Advice Centre.
Changes ahead: A new SEN framework and Code of Practice are being developed. Check the Department of Education website for the latest position.
Changes ahead: A new SEN framework and Code of Practice are being developed. Check the Department of Education website for the latest position.
Local processes and names can vary between local authorities, Education Authority regions and health boards. Check your local policies.
Useful Tools
Classroom Support Plan Generator
Build a needs-led plan for a pupil. Open the generator.
Support-plan review form
Record what has worked and agree next steps. Download the review form (PDF).
Sources: NICE QS204: https://www.nice.org.uk/guidance/qs204/chapter/Quality-statements · DfE: https://support-for-early-career-teachers.education.gov.uk/teach-first/year-1-how-can-you-support-all-pupils-to-succeed/summer-week-5-ect-theory/ · KCSIE: https://www.gov.uk/government/publications/keeping-children-safe-in-education--2 · ASL Code: https://www.gov.scot/publications/supporting-childrens-learning-code-practice-statutory-guidance-education-additional-support-learning-scotland-act-2004-fourth-edition-2026/pages/5/ · GIRFEC: https://www.gov.scot/policies/girfec/ · Welsh Government ALN: https://www.gov.wales/toolkit-parents-and-carers-children-additional-learning-needs-html · NI Code of Practice: https://www.education-ni.gov.uk/sites/default/files/publications/de/the-code-of-practice.pdf · NSPCC Learning: https://learning.nspcc.org.uk/safeguarding-child-protection-schools/roles-responsibilities
Last reviewed: November 2026 by Dr Inyang Takon, Consultant Neurodevelopmental Paediatrician. For information only. This does not replace advice from professionals who know the pupil, or your school, local authority or health board policies.