Draft EHCP Review and Amendment Support

A detailed, evidence-led review of your child’s draft Education, Health and Care Plan, with clear recommendations for stronger needs, outcomes, provision and placement wording.

Receiving a draft EHCP is an important step, but it does not automatically mean that the plan is complete or that it will secure the support your child requires.

A draft plan may describe some of your child’s difficulties while omitting important needs, using vague provision or failing to reflect professional recommendations accurately.

School of Diversity can review the draft EHCP alongside the available evidence, identify weaknesses and help you prepare clear amendments before the plan is finalised.

Why Should a Draft EHCP Be Reviewed Carefully?

The final EHCP will be the document used to identify your child’s special educational needs, expected outcomes and required provision.

If important information is missing or unclear at the draft stage, the final plan may not provide a reliable basis for:

delivering consistent support;
allocating specialist provision;
monitoring whether support is being delivered;
measuring progress;
supporting educational transitions;
identifying an appropriate placement;
challenging failures to provide what has been specified.

Parents and young people must be given at least 15 days to comment on the draft, request amendments, ask for a meeting and express a preference for a school or other educational setting.

This consultation period should be used carefully. It is generally easier to seek improvements before the plan is finalised than to accept weak wording and attempt to correct it later.

What Our Draft EHCP Review Covers

Our review considers how well the draft reflects your child’s needs, the professional evidence and the provision required.

Depending on the package selected, the review may cover:

Section A: views, interests and aspirations;
Section B: special educational needs;
Section C: health needs related to SEND;
Section D: social care needs related to SEND;
Section E: outcomes;
Section F: special educational provision;
Section G: health provision;
Sections H1 and H2: social care provision;
Section I: educational placement;
Section J: personal budget arrangements;
Section K: advice and evidence.

The principal focus will usually be Sections B, E and F, together with Section I where placement is being considered.

Section A: Views, Interests and Aspirations

Section A should provide a meaningful picture of the child or young person rather than a short generic description.

We consider whether it accurately reflects:

your child’s strengths and interests;
what matters to them;
their wishes and feelings;
their experience of school;
what helps them feel safe and regulated;
what they find difficult;
parental views and concerns;
hopes for education and adulthood;
the effect of their needs on daily life.

Although Section A is not itself the section that legally specifies educational provision, it provides important context for the rest of the plan.

Section B: Special Educational Needs

Section B should identify all of your child’s special educational needs.

A strong Section B should describe functional needs rather than relying only on diagnoses or broad labels.

We check whether the draft accurately records needs relating to:

Communication and Interaction

This may include:

receptive and expressive language;
social communication;
understanding instructions;
processing spoken information;
literal interpretation;
communication during distress;
reciprocal interaction;
speech and language development.

Cognition and Learning

This may include:

literacy and numeracy;
working memory;
processing speed;
attention and concentration;
executive functioning;
planning and organisation;
retention and generalisation;
specific or general learning difficulties.

Social, Emotional and Mental Health

This may include:

anxiety;
emotional regulation;
school-related distress;
masking;
low self-esteem;
impulsivity;
demand avoidance;
trauma-related needs;
behaviour that communicates unmet need.

Sensory and Physical Needs

This may include:

sensory processing;
fine and gross motor skills;
coordination;
fatigue;
mobility;
hearing or vision;
physical or medical needs affecting education;
personal care and independence.

Independence and Preparation for Adulthood

For older children and young people, the plan may also need to address:

self-advocacy;
daily living;
travel;
community access;
employment preparation;
further education;
relationships;
managing health needs.

Every provision in Section F should respond to a need identified in Section B. If a need is omitted from Section B, the corresponding provision may also be omitted or weakened.

Section E: Outcomes

Outcomes should describe the meaningful difference the provision is intended to make.

We review whether each outcome is:

linked to an identified need;
specific;
measurable;
achievable;
relevant;
time-limited;
understandable to the child and family;
appropriate for the review period.

Weak outcomes may use broad language such as:

“will improve communication”;
“will manage emotions better”;
“will become more independent”;
“will make progress with learning.”

These statements may express a positive aim, but they do not make clear:

what progress will look like;
how it will be measured;
when it should be reviewed;
which provision will support it.

Outcomes should not be used as a substitute for provision. Section E describes the intended result; Section F should specify what support must be delivered.

Section F: Special Educational Provision

Section F is one of the most important parts of an EHCP.

It should specify the special educational provision required to meet every need recorded in Section B.

We check whether the draft clearly states:

what support will be provided;
who will deliver it;
the qualifications or training required;
how often it will be delivered;
how long each session will last;
whether it will be individual or group-based;
the maximum group size;
where it will take place;
how it will be integrated into the school day;
how progress will be monitored;
who will supervise and review it;
what happens when usual staff are unavailable;
what support is required during transitions and unstructured times.

Examples of Vague Provision

Wording may be difficult to enforce when it states that a child will have:

access to support;
regular opportunities;
help when required;
adult support where appropriate;
small-group work;
sensory breaks as needed;
differentiated teaching;
support from trained staff;
opportunities to develop social skills.

These phrases do not clearly establish the amount, frequency or responsibility for delivering the provision.

Examples of Stronger Provision

A stronger description might specify:

the number of sessions per week;
the duration of each session;
the professional or staff member responsible;
the required group size;
the programme or therapeutic approach;
the level of individual adult support;
the arrangements for review;
the environmental adjustments required.

The exact wording must be based on the child’s evidence and individual needs. Generic quantified wording should not be inserted without support from professional advice or the wider evidence.

Section I: Educational Placement

Section I identifies the school, college or other educational institution to be attended, or the type of setting where a specific placement has not yet been named.

At the draft stage, Section I may initially be left blank while the parent or young person expresses a preference and the local authority consults with settings.

We can help you consider:

whether mainstream or specialist provision is being sought;
whether the proposed setting can deliver Section F;
the child’s age, aptitude, ability and special educational needs;
class size and environment;
peer group;
specialist staffing;
therapies and professional input;
sensory and emotional needs;
transition arrangements;
travel and practical considerations;
evidence supporting the requested placement.

Placement should not be considered separately from needs and provision. Sections B and F should explain why a particular type of setting or level of specialism may be required.

Section K: Advice and Evidence

Section K should list the reports and advice gathered during the EHC needs assessment.

We check whether:

all relevant reports are listed;
the dates are accurate;
the advice has been reflected in the plan;
important recommendations have been omitted;
reports have been summarised inaccurately;
professional recommendations appear only in appendices rather than in Sections B or F.

Attaching a professional report does not remove the need to incorporate relevant needs and provision into the main body of the EHCP.

What Documents Do We Review?

A draft EHCP review is most effective when the draft can be compared with the evidence used to prepare it.

Relevant documents may include:

the draft EHCP;
educational psychology advice;
speech and language therapy reports;
occupational therapy reports;
autism or ADHD assessment reports;
school reports;
SEN Support plans;
assess, plan, do and review records;
provision maps;
attainment and progress information;
attendance records;
medical evidence;
social care advice;
parental evidence;
child or young person statements;
correspondence with the local authority.

The agreed package will state how many documents or pages are included. Large evidence bundles may require an enhanced review.

What You Receive

Depending on the service selected, you may receive:

Detailed Written Review

A section-by-section analysis identifying:

missing needs;
inaccurate descriptions;
vague provision;
unsupported assumptions;
missing professional recommendations;
weak outcomes;
inconsistencies between sections;
placement issues;
recommended next steps.

Proposed Amendments

Suggested wording for relevant parts of the plan, which may include:

additions to Section B;
revised outcomes in Section E;
more specific provision in Section F;
comments concerning Section I;
corrections to Section K.

Parent Response to the Local Authority

We can prepare or help structure a response setting out:

the amendments requested;
the evidence supporting each amendment;
concerns about the current draft;
the preferred setting or type of placement;
any request for a meeting.

Consultation

Where included, we can discuss:

the principal weaknesses;
priority amendments;
evidence gaps;
the response deadline;
likely next steps;
what to do if the amendments are rejected.

How the Draft EHCP Review Process Works

1. Send Us the Draft and Deadline

Provide:

the complete draft EHCP;
the date it was received;
the response deadline;
the professional advice;
your principal concerns;
any placement preference.

2. Scope the Review

We confirm:

which sections will be reviewed;
which evidence is included;
the required turnaround;
the fee;
whether amendment drafting is included.

3. Compare the Plan With the Evidence

We map identified needs and recommendations against the relevant EHCP sections.

4. Identify Gaps and Weak Wording

We highlight:

omitted needs;
vague or unquantified provision;
missing recommendations;
weak outcomes;
inconsistencies;
placement concerns.

5. Prepare Recommendations or Amendments

You receive the agreed written review, proposed wording or parent response.

6. Submit Your Representations

You send the requested amendments to the local authority within the consultation period.

Where agreed as part of the service, we may assist with correspondence or preparation for a meeting.

Who Is This Service For?

A draft EHCP review may be appropriate where:

you have received your child’s first draft EHCP;
the plan does not reflect the professional reports;
Section B omits important needs;
Section F uses vague or non-quantified wording;
outcomes are generic or difficult to measure;
the proposed support does not match the level of need;
therapy recommendations are missing;
one-to-one support is unclear;
no suitable placement has been identified;
you are seeking a specialist or independent setting;
the local authority has asked for comments within 15 days;
you are unsure whether the plan should be accepted.

Common Draft EHCP Problems

Needs and Provision Do Not Match

The draft may describe a significant need in Section B but provide no corresponding provision in Section F.

Reports Are Summarised Too Briefly

Detailed professional findings may be reduced to a few broad sentences, with key recommendations omitted.

Provision Is Delegated to the School

Wording may state that the school will decide the amount or type of support later, leaving the plan without clear provision.

Support Is Conditional

Phrases such as “when available”, “where appropriate” or “subject to resources” may make provision uncertain.

Outcomes Replace Provision

A plan may say what the child should achieve without specifying the support required to achieve it.

Diagnoses Are Listed Instead of Needs

A diagnostic label does not explain the child’s functional difficulties or required educational provision.

Section F Repeats Existing SEN Support

The plan may reproduce broad school strategies without identifying the special educational provision that requires statutory coordination.

Placement Is Considered Before Provision Is Clear

It is difficult to decide whether a setting is suitable unless the plan first specifies the child’s needs and required provision accurately.

What Happens if the Local Authority Rejects the Amendments?

The local authority should consider the representations made before issuing the final EHCP.

It may:

accept all proposed amendments;
accept some amendments;
offer a meeting;
suggest alternative wording;
reject some or all requested changes;
issue the final plan without agreement.

Once the final EHCP has been issued, a parent or young person may have a right of appeal concerning:

Section B: special educational needs;
Section F: special educational provision;
Section I: educational placement.

Appeal rights and mediation information should be included with the final decision.

Do not allow the absence of agreement to create an indefinite delay. A final plan is generally required before the relevant content and placement issues can be appealed.

Draft EHCP Review Options

Full Draft EHCP Review

Suitable where a detailed section-by-section review and amendment wording are required.

May include:

full EHCP review;
comparison with professional evidence;
proposed amendments to Sections B, E and F;
comments on Section I;
written parent response;
one consultation.

Request a Full Draft Review

Enhanced Draft and Placement Review

Suitable for complex plans or where placement is disputed.

May include:

full draft review;
wider evidence analysis;
proposed amendments;
detailed placement considerations;
consultation-preparation guidance;
response to local-authority feedback;
one agreed revision round.

Discuss an Enhanced Review

Why Choose School of Diversity?

Detailed Section-by-Section Analysis

We review how the different sections work together rather than considering individual sentences in isolation.

Evidence-Led Amendments

Requested changes are linked to professional, educational and parental evidence.

Focus on Specific Provision

We identify wording that may be difficult to measure or enforce and propose clearer alternatives where supported by evidence.

Parent-Friendly Explanations

You receive clear explanations of why a section needs improvement and what should be requested.

Integrated SEND and Psychological Insight

Our work combines SEND advocacy with Chartered Psychologist-led assessment expertise.

Support Across England

Draft reviews and consultations can be provided remotely to families throughout England.

Frequently Asked Questions

How Long Do I Have to Respond to a Draft EHCP?

Parents and young people must be given at least 15 days to make representations about the content, request a meeting and express a placement preference.

Check the precise deadline stated in the covering letter.

Should I Accept the Draft EHCP?

Do not accept it automatically.

Read the full plan alongside the professional advice and check whether all needs and required provision have been recorded accurately.

Can Section F Say “Access To”?

Provision should be clear enough to establish what your child will actually receive.

“Access to” may indicate availability rather than an obligation to deliver a defined amount of support.

Does Provision Have to Be Quantified?

Provision should normally be detailed and specific and should usually be quantified by type, frequency, duration and staffing where appropriate.

The wording must be tailored to the individual child and supported by the evidence.

Can the Local Authority Leave Section I Blank?

The draft may be issued without a specific school or setting named while parental preference and consultations are considered.

The final plan should identify the appropriate placement information required by the statutory framework.

Can I Ask for a Specialist School?

You can express a preference for a particular school or type of setting during the draft consultation.

The suitability of the request will depend on the child’s needs, required provision, the type of institution and the applicable legal considerations.

Can I Ask for a Meeting?

Yes. During the draft consultation period, you can ask to meet with the local authority to discuss the plan.

What if the Reports Are Inaccurate?

Raise the concern promptly and identify:

which statement is disputed;
why it is inaccurate;
what evidence supports the correction;
whether updated professional advice is required.

Can You Guarantee the Local Authority Will Accept the Amendments?

No. We can prepare clear, evidence-led amendments, but the local authority remains responsible for deciding the content of the final plan, subject to appeal rights.

Can You Review a Final EHCP?

Yes, but a final-plan review is a different service because appeal deadlines and legal remedies may already apply.

Does the Review Include Tribunal Representation?

No, unless tribunal preparation or representation is expressly included in a separate written agreement.

Is This Service Available Throughout the UK?

This service relates to the EHCP framework in England.

Different statutory systems apply in Wales, Scotland and Northern Ireland.

Request Your Draft EHCP Review

he draft consultation period is limited, so contact us as soon as possible after receiving the plan.

Send us:

the complete draft EHCP;
the date it was received;
the response deadline;
the reports used during the assessment;
your main concerns;
the placement you are considering.

We will confirm the appropriate review option, timescale and fee before work begins.

Important Information

School of Diversity provides SEND advocacy, evidence review, document preparation and practical EHCP support.

We do not guarantee that the local authority will accept proposed amendments or name a particular placement.

Unless expressly agreed otherwise, the service does not constitute representation by a solicitor or barrister and is not a substitute for regulated legal advice where required.

Parents and young people remain responsible for checking and meeting local-authority, mediation and tribunal deadlines. The precise documents, amendments, consultations and revisions included will be set out in the client agreement.