Why Gathering Evidence Matters
When you're worried that your child may have ADHD, one of the most important things you can do is start gathering evidence before you speak to anyone official. Teachers, SENCOs, GPs and paediatricians are all more likely to take your concerns seriously — and act on them more quickly — when you arrive prepared with specific, dated, written examples rather than a general feeling that something isn't right.
This checklist is designed for UK parents who are at the very beginning of that journey. It does not guarantee a diagnosis or referral — those decisions rest with healthcare professionals — but it will help you walk into your first SENCO meeting feeling organised, informed and taken seriously.
Part 1: School Evidence to Gather
Ask your child's school for copies of the following. You are entitled to request this information:
Reports and Records
- All school reports from Reception onwards — look for repeated comments about concentration, impulsivity, organisation, or not reaching potential
- Attendance records — frequent absences due to anxiety or unexplained illness can be relevant
- Any Individual Education Plans (IEPs), SEN Support Plans, or My Plans — even old ones
- SATs results, predicted grades vs actual grades — a significant gap can indicate an unmet need
- Exclusion records — including informal sent-home incidents that may not be formally logged
- Any correspondence between school and home about behaviour, learning or wellbeing
Your Own School Observations
Write down specific examples — with dates where possible — of situations your child's teacher has mentioned. Vague memories are easy to dismiss. Dated, written examples are not.
Part 2: Home Evidence to Document
You know your child better than anyone. Start keeping a simple home log if you haven't already. Include:
Behaviour and Daily Life
- Difficulties getting started on tasks (homework, getting dressed, transitions)
- Extreme emotional reactions to small frustrations or changes in routine
- Forgetting instructions moments after being told
- Losing belongings repeatedly (PE kit, coats, stationery)
- Difficulty sleeping — trouble settling, racing thoughts, inability to switch off
- Hyperfocus on interests (losing track of time, unable to stop)
- Impulsive actions without thinking about consequences
- Interrupting conversations, blurting answers
- Meltdowns, emotional dysregulation, or big feelings that seem disproportionate
How to Log It
You don't need a special system. A notes app on your phone, a spreadsheet, or a notebook all work. Note the date, what happened, how long it lasted, what triggered it (if known), and how your child was afterwards. Even two to four weeks of consistent logging provides useful patterns.
Part 3: What to Request in Writing from School
Before your SENCO meeting, send a brief written request (email is fine) asking for:
- A copy of your child's SEN record, if one exists
- Details of any support currently in place in the classroom
- Whether your child has been placed on the SEN register at any point
- Copies of any previous assessments (reading, literacy, cognitive — e.g., from an educational psychologist)
- The school's SEN policy and their process for making referrals
Keep a copy of every email you send and receive. This paper trail matters.
Part 4: What to Bring to Your First SENCO Meeting
Your Evidence
- A printed or digital summary of your home observations, with dates
- Copies of school reports with specific comments highlighted
- Any relevant emails or letters from school
- A brief written timeline of your concerns — when you first noticed them, what has changed, what you have already tried
- Any private assessments or GP letters, if you have them
Your Questions
It helps to write your questions down before the meeting. Consider asking:
- What does the school currently observe in the classroom?
- Is my child already receiving SEN support? If not, why not?
- What would trigger a referral to an educational psychologist or the local authority?
- Can the school make a referral to the community paediatrician, or does that come via our GP?
- What should I do at home to support the process?
- What happens next, and what is the timeline?
A Notepad and Pen
Take notes during the meeting. Ask for actions and timescales to be confirmed in writing afterwards.
Part 5: Other Documents Worth Having Ready
- GP letters or referral letters — if your GP has already noted concerns
- Private assessment reports — from an educational psychologist, CAMHS, or paediatrician
- CAMHS correspondence — including referral letters and any letters about waiting lists
- Nursery or pre-school records — early concerns are often well-documented here
- Communications from other professionals — speech therapists, occupational therapists, or play therapists
A Note on Managing Your Own Expectations
A SENCO meeting is a starting point, not an endpoint. The SENCO's role is to coordinate support within school — they cannot diagnose ADHD or guarantee a referral. What they can do is document their own observations, put classroom support in place, and support a referral process through the right channels.
Going in with clear evidence does not just help your child — it helps the SENCO do their job more effectively. Many parents find that presenting organised, written evidence leads to a very different kind of conversation than going in with worries alone.
Ready to Get Organised?
If you want a structured, ready-to-use resource that brings this all together, our Complete ADHD Parent Evidence Pack gives you printable templates, a home behaviour log, a school correspondence tracker, a meeting preparation sheet, and a step-by-step guide to building your child's evidence file — all in one place. It won't do the meetings for you, but it means you'll walk in prepared.