What steps should be taken if services outlined in an IEP are not being provided for students with Autism? 

If a child with autism is not receiving the services promised in their Individual Education Plan (IEP) or Education, Health and Care Plan (EHCP), parents and schools have clear rights and responsibilities under UK law. According to the Department for Education’s SEND Code of Practice (2024 update), support listed in a child’s plan must be provided as written. When it isn’t, the system provides several steps, from informal review to formal legal action, to ensure accountability and continuity of care. 

1. Confirm and document what is missing 

Start by identifying which elements of the IEP or EHCP have not been delivered. Keep a written record of: 

• Missed sessions (e.g., speech and language therapy, occupational therapy). 

• Staff absences affecting support delivery. 

• Gaps in communication or resource provision. 

Under Part 3, Sections 42–43 of the Children and Families Act 2014, the local authority must secure all provisions stated in an EHCP, while Integrated Care Boards must ensure healthcare services are delivered. 

Documenting missed services creates a clear paper trail that supports both informal resolution and, if needed, formal complaint. 

2. Raise the issue with the SENCO or headteacher 

Many issues can be resolved at school level. Contact the Special Educational Needs Coordinator (SENCO) to discuss the missed provision and request an updated timetable for support. Keep all correspondence in writing. 

If the concern involves health-linked provision (e.g., therapy from NHS staff), the SENCO should liaise directly with local Integrated Care Board leads under the NHS England All-Age Autism Pathway Framework (2023), which assigns accountability for joined-up service delivery. 

3. Request an early review meeting 

If gaps persist, parents can call an early IEP/EHCP review rather than waiting for the annual cycle. 
During this meeting, the multidisciplinary team should: 

• Review the current provision log. 

• Agree how missed services will be made up. 

• Clarify responsibility for future delivery. 

The SEND Code of Practice states that reviews must involve parents fully and use accessible language to explain decisions. 

A 2023 study in the Journal of Interprofessional Care found that early review meetings prevented escalation and improved coordination between SENCOs, therapists, and families. 

4. Submit a formal complaint or mediation request 

If informal steps fail, parents can escalate the issue. 
The DfE’s Tribunal guidance advises the following process: 

1. Submit a formal written complaint to the school’s governing body or local authority SEND department. 

2. Request mediation before proceeding to tribunal appeal (DfE, 2021). 

3. Maintain detailed written records throughout. 

Under the Equality Act 2010, schools must make reasonable adjustments to avoid disadvantaging disabled students, including those with autism. Failure to do so may amount to discrimination. 

5. Seek independent advice and advocacy 

Parents are entitled to free impartial advice from SENDIASS (Special Educational Needs and Disabilities Information, Advice and Support Services), which can help draft complaints and accompany families to mediation. 
Organisations such as IPSEA, SOS! SEN, and the National Autistic Society provide specialist legal guidance. 

NHS England’s Learning Disability and Autism Programme (2025) encourages early advocacy to prevent service gaps from widening. 

6. Appeal to the SEND Tribunal if provision is still not delivered 

If services remain unprovided after mediation, families can appeal to the First-tier Tribunal (Special Educational Needs and Disability). 
The Tribunal can: 

• Order local authorities to deliver specified provision. 

• Amend EHCPs to strengthen accountability. 

• Require local systems to improve inter-agency coordination. 

Tribunal rulings are binding, and failure to comply can be challenged through judicial review. 

7. Strengthen accountability going forward 

Once resolved, teams should review why provision broke down and implement prevention measures. 
Best practice under NHS England’s Operational Guidance (2023) includes: 

• Shared digital service logs accessible to parents. 

• Regular SENCO check-ins with therapy teams. 

• Quarterly audits of EHCP implementation. 

These steps ensure that support remains continuous, transparent, and measurable. 

Evidence from UK Research 

• A 2020 study in the British Journal of Special Education, conducted by the University of Sheffield, found that persistent service delivery gaps often stem from unclear communication between schools and parents; transparent documentation improves compliance. 

• A 2025 study in Frontiers in Paediatrics found that stronger collaboration between child health services and specialist care reduced service gaps and waiting times for autistic children.  

• NICE CG170 (2021 update): recommends assigning a key worker to oversee cross-agency delivery and prevent service lapses. 

Takeaway 

If the services in an IEP or EHCP for a child with autism are not provided, families have clear statutory routes to secure them. 
Start by documenting missed support, contact the SENCO, and request an early review. 
If issues continue, escalate through the local authority’s complaint process, mediation, or the SEND Tribunal. 

UK law, including the Children and Families Act 2014 and Equality Act 2010, protects every autistic child’s right to receive the support they are entitled to. 

For trusted information on autism assessment, education rights, and family advocacy in the UK, visit Autism Detect, your guide to navigating autism services and support systems.