I'm not really used to this stage, but make sure that anything that could possibly be education IS in the education section (see IPSEA website), and not under health or social.
Don't let them get away with thinking education is just what happens in the school day, and is just school subjects.
If your child has difficulties that reflect more in the playground and unstructured times like lunch time or home time, then they need to analyse what causes those difficulties and provide a programme of education to help. If your dc needs help to learn body language, or to stay in a calm-alert state to learn, then it is SEN - special, because mainstream kids (I like to call them bog-standard kids) don't happen to need it.
And for each difficulty identified, look for TWO things
- what can be done to work around the difficulty, eg for dyspraxia, maybe pencil grips, writing slopes, and even someone to write down your dc's ideas
- what can be done to reduce the impact of the difficulty for the future, eg, for dyspraxia, exercises to strengthen the fingers, so that the process of writing is less effortful.
I see lots of Statements of SEN which may sort one of the two, but not both.
Oh and when it is your turn to speak, prepare and start with a really strong opening statement that sums up what you want. If you would like some examples for different types of SEN, post again
Good Luck