Preparing your parent contribution for an EHCP annual review

Read the current plan beside what is happening

Use the latest final EHCP as your starting point. Mark information that no longer describes your child accurately and note any support you cannot confirm is being delivered. Keep the last review papers nearby so you can explain changes since then.

EHCPs and the SEND Code of Practice discussed here apply to England. Other UK nations have different systems. Check the organiser’s instructions and official guidance for your circumstances, including when information needs to be submitted.

Organise your views into four parts

Describe strengths and progress; current needs and difficulties; support that helps or is missing; and the changes you want considered. Use specific examples instead of trying to cover every incident.

For each priority, point to a dated report, observation or record. If a need has changed, explain what has changed and why the existing wording may no longer describe it accurately.

• What has improved since the last review?
• What remains difficult or has changed?
• What provision is happening in practice?
• What changes do you want considered, and why?

Connect needs, support and outcomes

Section B describes special educational needs; Section F sets out special educational provision. Compare the needs described with the support specified and with what actually happens. Keep your observations distinct from recommendations made by qualified professionals.

An outcome is not the same as provision. ‘Develop greater independence’ describes a direction of progress; it does not itself say what teaching or support will be provided. Ask for unclear wording to be considered rather than guessing what it means.

Include your child’s views in a manageable way

Ask what they enjoy, what they find difficult and what helps them take part. Consider whether words, pictures, a recording or someone sharing their views would feel most comfortable. Confirm with the organiser how contributions can be included.

Do not treat a child’s wish as a substitute for understanding their needs, and do not put words in their mouth. You can explain your own observations separately, especially when communication is difficult or their experience differs between home and school.

Make requests clear and follow up afterwards

List the changes you want considered, with the relevant plan section and evidence reference. Ask who will record each point, what information will go to the Local Authority and what happens next.

The review meeting does not itself amend an EHCP. Keep the review report and the Local Authority’s decision, and check any decision letter and appeal information promptly. Do not wait for a support appointment if a deadline needs attention. Seek appropriate independent advice where needed.