Home and school see a child in different situations. Comparing a few clear examples can reveal whether a difficulty or helpful strategy is consistent, without turning family life into another assessment.

Record a small number of examples

Choose a recurring issue or strategy that appears important. Note:

• what the child was trying to do;

• what happened;

• what support was used;

• whether it helped;

• anything that may have affected the situation.

For example: “On three evenings, written homework took more than an hour. When the task was divided into two named sections, the first section was completed in 20 minutes but the second still required repeated prompts.”

This is more useful than a broad statement such as “homework is always impossible”.

Ask whether school sees the same pattern

Share two or three examples and ask:

• Does this happen in lessons?

• What approach is already used at school?

• Could we try the same approach at home?

• When should we review it?

Agree one clearly defined adjustment before adding several others.

Include the child or young person

A younger child can say what felt easier or harder. An older young person should take part in describing the barrier and support wherever appropriate. This builds their confidence to say what works for them and prevents adults discussing a plan that the child or young person does not understand or accept.

Review the trial

Set a realistic review point. Compare what happened at home and school. Keep, adjust or stop the strategy according to the evidence.

A screening result is a starting point for a conversation with school, not a diagnosis. If you have wider worries, school can plan, try and review support with you, and bring in outside advice if it is needed.