How to use these examples
These are starting points — never copy them word-for-word. Read each one, then rewrite in your own words using your child's real frequency, times, triggers and adult help. Honesty is what wins claims.
Professionals involved
My child is under the care of [professional / service] for [condition / need]. They last saw them on [date]. The professional is aware that my child needs [care / supervision / mobility support].
Include people who see the daily impact, not only diagnosing professionals: , support worker, continence nurse, , , , paediatrician, social worker, respite provider.
Equipment and aids
Noise defenders — used in shops, school and busy places. Adult must notice overload, prompt use and supervise because my child may refuse them once already dysregulated.
Wheelchair / specialist buggy — used for fatigue, pain or unsafe refusal to walk. Adult must push, transfer, supervise and manage distress during use.
Variable needs (Question 42)
My child's needs are not the same every day. On worse days [describe what happens, how often, what extra help is needed]. Even on better days they still need [baseline support] because [reason].
Continence — day
He still needs nappies/pads due to continence difficulties. I change him [x] times a day, clean skin, manage distress and apply cream to prevent soreness. Each change takes around [x] minutes.
Without support she withholds, has accidents or becomes distressed by wiping and handwashing. This is more help than a child of her age would usually need.
Continence — night
He needs overnight continence support. I change pads/nappies and bedding around [x] nights a week. Each episode takes [x] minutes and he becomes distressed by being wet/soiled.
Medication and treatment
He needs adult supervision for medication twice daily. He forgets, refuses or spits it out if not watched. I prepare the dose, prompt him to take it, watch him swallow, and record it. Without this he would miss doses and become unsettled / unwell.
Learning disability / communication
My child has developmental and learning difficulties which affect understanding, communication, danger awareness and independence. They need information broken down, repeated and shown visually. They need help to understand routines, make choices, communicate needs, use the toilet, wash, dress, eat and stay safe. Without adult support they become overwhelmed, distressed or unsafe.
Sensory / emotional regulation
When overwhelmed she loses awareness of where she is and what she is doing. She may scream, hit herself, throw objects or run away. She needs one-to-one supervision until calm, usually 20–60 minutes.
School contact
School can provide information about the support needed with transitions, toileting, eating, emotional regulation, communication and safety. The best contact is [name / role].
Carer / family member statement
I regularly help care for [child]. They need adult support with [tasks]. Without support they [risk / impact]. Their parent/carer gives frequent prompting, reassurance and supervision beyond what is typical for their age.
Mobility — higher rate / severe mental impairment route
Only use this route if it genuinely fits and you have evidence. The wording must explain high care needs, severe impairment of intelligence/social functioning (if applicable), and extreme, unpredictable, disruptive behaviour requiring another person to watch over the child whenever awake.
A one-week diary is powerful
Evidence does not need to prove every single sentence — it should support the pattern of need. A one-week diary that records frequency, time and adult help is often more persuasive than another professional letter.
Information only — not legal advice. Always be honest and use evidence from your own child.