CASE STUDIES - REAL STORIES, REAL SUPPORT
At RANi, we believe in the power of lived experience. Our case studies highlight the real journeys of families we’ve supported — showing how guidance, advocacy, and community connection can make a difference.
Take a look at some of our stories:
“We didn’t know where to start when applying for an EHCP. RANihelped us
understand the steps, prepare the paperwork, and communicate with the local
authority. Thanks to their support, our child now has the provision they need
to thrive in school.”
— Fatima, Mum of 8-year-old with ASD
“After feeling completely alone in my journey as a SEND parent, I joined one of
RANi’s drop-in sessions. I met other mums who truly understood. Now, I feel
supported, connected, and more confident as a parent.”
— Zahra, Carer of a 12-year-old with ADHD
“When school meetings became overwhelming, RANi stepped in to support
me. They helped me prepare questions, and even attended a review meeting
with me. For the first time, I felt like my voice was heard.”
— Fatima, Mum of 8-year-old with ASD
Age: 6
Background: Zaynab, a bilingual child from a Pakistani background, had
delayed speech and difficulties understanding instructions in both
English and her home language. Teachers believed her difficulties were
due to being an EAL (English as an Additional Language) learner and
did not refer her for further assessment.
Local Authority Decision: Agreed to assess after parental request, but
refused to issue an EHC plan, stating her needs could be met through
school-based support.
Challenges Faced:
School underestimated her needs due to EAL assumptions
Parents struggled to navigate the process due to limited English and
unfamiliarity with the SEND system
Cultural stigma about SEND made family reluctant to seek help initially
What Helped:
RANi helped parents gather evidence
Interpreter used in meetings so mother could voice concerns
A private speech and language report highlighted a clear need for
structured support
Outcome:
The Tribunal overturned the LA’s decision and ordered an EHC plan.
Zaynab received targeted SALT and a consistent communication
strategy across home and school.
Learning Point:
Don’t let EAL mask SEND. Clear evidence and consistent support from
advocates can empower families to appeal successfully.
Age: 12
Primary Need: ADHD and Sensory Processing Difficulties
Local Authority Decision: Refused to issue plan, citing academic
progress
Background:
Layla was academically bright but had daily sensory meltdowns,
struggled with social interactions, and frequently refused school. The LA
said she didn’t meet the threshold for a plan due to her grades.
Action Taken:
Her parents appealed, providing:
Attendance data showing over 40% absence
OT and EP reports highlighting emotional strain
Teacher statements about social isolation and anxiety
Layla’s own statement describing her school experience
Outcome:
Tribunal found that educational progress isn’t just about grades. Layla’s
access to education was severely compromised. EHC plan granted,
including sensory breaks and a learning mentor.
Key Learning:
Emotional and social needs matter
Academic success doesn’t cancel out other difficulties
Age: 6
Background: Zaynab, a bilingual child from a Pakistani background, had
delayed speech and difficulties understanding instructions in both
English and her home language. Teachers believed her difficulties were
due to being an EAL (English as an Additional Language) learner and
did not refer her for further assessment.
Local Authority Decision: Agreed to assess after parental request, but
refused to issue an EHC plan, stating her needs could be met through
school-based support.
Challenges Faced:
School underestimated her needs due to EAL assumptions
Parents struggled to navigate the process due to limited English and
unfamiliarity with the SEND system
Cultural stigma about SEND made family reluctant to seek help initially
What Helped:
RANi helped parents gather evidence
Interpreter used in meetings so mother could voice concerns
A private speech and language report highlighted a clear need for
structured support
Outcome:
The Tribunal overturned the LA’s decision and ordered an EHC plan.
Zaynab received targeted SALT and a consistent communication
strategy across home and school.
Learning Point:
Don’t let EAL mask SEND. Clear evidence and consistent support from
advocates can empower families to appeal successfully.
Age: 17
Background: Samiya, a British Yemeni young woman, was diagnosed
with autism and anxiety in her teens. In school, she had informal support
from staff who understood her. However, when she transitioned to
college, she began missing classes, became isolated, and was
eventually asked to leave due to low attendance.
Local Authority Decision: Refused to issue an EHC plan after parental
request, stating she was no longer in education and therefore didn’t
meet criteria.
Challenges Faced:
Lack of transition planning post-16
Family unaware that EHC plans can extend up to age 25
Samiya’s withdrawal and mental health decline were seen as “laziness”
rather than unmet need
Cultural stigma around mental health created delays in seeking help
What Helped:
A support worker from RANi explained parental rights and guided the
family through the appeal
Letters from her GP and college support officer highlighted mental health
and sensory needs
Evidence showed her inability to engage in education without structured
support
Outcome:
The Tribunal ruled that Samiya was entitled to an EHC plan even though
she wasn’t in education at the time. A personalised plan was created to
help her re-enter college with flexible hours, mentoring, and therapeutic
support.
Learning Point:
EHC plans are still possible post-16—even if the young person is NEET
(Not in Education, Employment, or Training). Don’t assume the system
ends at 16 or 18.
Each journey is unique, but you’re never alone.
We’re here to support you
every step of the way.