School Evidence for Child DLA: SENCO, Learning Support Coordinator and ALNCo Reports, EHCPs and Teacher Letters

Why school evidence carries weight

DWP decision-makers assessing a child DLA claim are comparing your child's daily needs against those of a non-disabled child the same age. School staff see hundreds of children in that age group every day — their observations about what your child needs that others don't are hard to dismiss. A SENCO report (from a Learning Support Coordinator in Northern Ireland or an ALNCo in Wales) or class teacher letter gives the decision-maker an independent view that corroborates what you've described on the form.

EHCPs and SEN support plans

If your child has an Education, Health and Care Plan (EHCP) in England, an Individual Development Plan (IDP) in Wales, or an equivalent in Northern Ireland, attach a copy. These documents spell out the support your child is entitled to at school, the nature of their difficulties, and the professional assessments that underpin the plan.

Even if the EHCP focuses on educational outcomes, it often contains occupational therapy recommendations, speech and language targets, and descriptions of social and emotional needs that directly relate to DLA care and mobility criteria.

If your child doesn't have an EHCP but receives SEN Support, ask the school for their SEN support plan or provision map showing what interventions are in place.

What to ask the SENCO, Learning Support Coordinator or ALNCo to cover

Write to your child's SENCO (called a Learning Support Coordinator in Northern Ireland or an ALNCo in Wales) explaining that you're making a DLA claim and ask them to describe:

• The one-to-one or small group support your child receives and why
• Personal care help at school — toileting assistance, help with eating, changing clothes after accidents
• Supervision during transitions, breaktimes, and lunch — does your child need an adult present to stay safe?
• Sensory or behavioural support — calm-down spaces, fidget tools, reduced-stimulation environments, physical intervention logs
• How your child's needs compare to other children in the same year group

Ask them to sign and date the letter on school headed paper. Decision-makers give more weight to formal-looking documents than handwritten notes.

Teacher and nursery staff letters

A class teacher or nursery key worker can provide a short factual letter describing what they observe daily. This is especially useful when your child masks at school — the teacher might note that your child is quiet and compliant but visibly exhausted by afternoon, or needs constant prompting to stay on task despite appearing "fine."

If your child attends a specialist setting, the staff there can describe the intensity of support provided compared to mainstream provision.

School trip risk assessments

If the school has completed a risk assessment for your child for trips or outings, this can be strong mobility evidence — it documents the extra supervision, one-to-one staffing, or equipment needed to keep your child safe outside the school building.

Masking and after-school meltdowns

Some children hold it together at school and fall apart at home. If this is your child's pattern, explain it on the DLA form and ask the school to confirm what they observe — signs of exhaustion, withdrawal, or building distress during the day — alongside your own care diary showing the evening and night-time care that follows.

The DWP should assess the full 24-hour picture, not just what happens during school hours.

Get a ready-made school evidence letter

The Child DLA Claim Guide includes a template letter and questionnaire you can send directly to your child's SENCO (called a Learning Support Coordinator in Northern Ireland or an ALNCo in Wales), plus an evidence cover sheet for organising everything before you post the form. Free advice on school evidence is also available from Contact (0808 808 3555).

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