Turn your reports and records into a clearer EHCP case.
Evidence review and preparation for applications, plan reviews, mediation and SEND Tribunal appeals.
Understand what your documents show, identify important gaps and organise the agreed information around the decision or changes you are seeking.
Remote support across England · Written scope, evidence allowance and outputs agreed before work begins.
What is an EHCP evidence review?
A structured examination of agreed information about needs, educational impact, current support and provision required.
Identify the findings
Clarify what the school, professional, parent and pupil information establishes about your child’s needs.
Spot gaps and inconsistencies
Identify missing information, unclear recommendations or differing accounts that may need exploring.
Prepare a focused presentation
Organise the agreed documents and written outputs so the relevant evidence is easier to find and understand.
A useful evidence pack connects: needs, educational impact, support tried, its delivery and effect, and the provision or decision being requested.
A focused statement, or a wider evidence review.
We confirm the documents, page allowance, written outputs, consultations, revision arrangements and exclusions in your service schedule.
Parent Statement Preparation
£185
For parents who need a clear statement without a full evidence-pack review.
- Structured parent questionnaire
- Review of selected background information
- Organised parent statement describing needs and educational impact
- Strengths, interests and aspirations
- Support required at home and school
- One agreed revision
Combined parent and young person statement package: from £265.
Wider evidence review, an index and full case management are not included in the standalone statement service.
Ask about statement preparationEnhanced Evidence Review & Preparation
From £350
For families needing a wider set of reports and records reviewed and organised.
- Initial consultation and parent questionnaire
- Review within the agreed evidence allowance
- Key findings and evidence-gap analysis
- Parent statement and pupil views where agreed
- Evidence index and concise summary
- Needs and provision mapping where relevant
- Chronology where required
- Document organisation guidance
- Consultation on the completed review
- One agreed revision
The final quotation reflects volume, report length, purpose, complexity, deadlines and required outputs.
Discuss an enhanced evidence reviewComplex and tribunal cases
Large bundles, placement disputes or several disputed sections may need a tailored quotation. Local-authority response analysis, detailed mapping, witness-evidence identification and bundle checks may form part of a broader tribunal service.
Appeal forms, full case management and hearing attendance are separate unless expressly included in a combined package.
Explore tribunal support →You have the documents, but need a clearer picture.
Preparing an application
Organise current evidence and explain why an EHC needs assessment may be needed.
Responding to a refusal
Review what was considered and how the evidence relates to the decision.
Reviewing a plan
Compare reports with draft wording, current provision or requested annual-review amendments.
Preparing for mediation
Focus the evidence on the unresolved issues and changes you want.
Meeting an appeal deadline
Identify relevant material, gaps and evidence references within the agreed scope.
Making the pack manageable
Reduce duplicate documents and clarify what each important record demonstrates.
What can we review?
The relevant records depend on your child, the stage and the purpose. You do not need every type of document below.
EHCP, local-authority and appeal documents
Assessment requests, refusal letters, draft or final plans, amendment notices, review decisions, correspondence, mediation records, tribunal directions, authority responses and working documents.
School and educational records
SEN Support plans, APDR, learning plans, provision maps, reports, teacher observations, attainment and progress data, attendance, reduced timetables, incidents, suspensions, meeting notes, risk assessments and transition plans.
Check what support was actually delivered, not only what was listed as available.
Professional reports
Educational psychology, speech and language therapy, occupational therapy, specialist teaching, ADHD or autism assessments and relevant health or mental-health information.
Look at functioning, educational impact and recommendations alongside any diagnosis.
Parent and family evidence
Parent statements, history, dated observations, homework difficulties, distress before or after school, sensory experiences, supervision, personal-care needs, recovery time, correspondence and significant-event chronologies.
Explain what you observe and the support required, including differences between environments.
The child or young person’s views
What they enjoy, find difficult, experience in school, want help with and hope for in the future.
Views may be shared through conversation, writing, questionnaires, drawings, symbols or supported responses. Where direct communication is difficult, explain how preferences were observed and who contributed.
Information from other settings
Relevant observations from previous schools, early years settings, tutors, clubs, childcare, respite services, support workers, transport providers or independent therapists.
Different settings may reveal different barriers or conditions that help the child succeed.
What should the evidence help explain?
Needs and impact
How difficulties affect learning, communication, participation, regulation, independence, safety or attendance.
Provision and delivery
What was tried, when, how often, by whom and whether it happened consistently.
Impact and next provision
What changed, what remains difficult, how much support is required and what further provision is recommended.
| Evidence finding | Relevant section | What to examine |
|---|---|---|
| Difficulty understanding multi-step instructions | B | Whether communication and processing needs are fully described. |
| A professional recommends individual language work | F | Whether provision reflects the recommendation with clear delivery details. |
| Sensory distress in busy environments | B and F | The needs and relevant environmental provision. |
| Concerns about delivering required provision in a setting | I, alongside B and F | Placement suitability in relation to needs and provision. |
| Views about independence and college | A and E | Aspirations and meaningful outcomes. |
Examples show the review approach; proposed changes depend on the individual evidence and agreed service.
An evidence gap does not always mean another private assessment.
Common gaps
- Outdated descriptions of needs
- Unclear intervention frequency or delivery
- Limited progress or attendance information
- Missing emotional or sensory impact
- Vague professional recommendations
- Unexplained differences between accounts
- Missing pupil views or placement evidence
Possible ways to clarify
- Request existing school or authority records
- Ask for an updated professional letter
- Use a focused questionnaire or observations
- Gather attendance or delivery information
- Prepare a clear parent statement
- Obtain relevant witness information
We identify what information could help. Further professional assessment is considered only where appropriate.
Give the reader a clear route through the documents.
The following is a general structure. Tribunal bundles must follow the directions and applicable requirements for the case.
Cover and index
State the purpose and identify documents by reference, title, author, date and page range.
Concise summary
Identify main needs, impact, support tried, recommendations and issues requiring action, with references to complete evidence.
Parent and pupil information
Include the agreed statements, views and relevant chronology or observations.
School information
Arrange support records, progress and delivery evidence clearly by category or date.
Professional reports
Use complete relevant reports rather than excerpts that lose context.
Supporting records
Include relevant attendance, correspondence, incidents and placement information. Remove unnecessary duplicates.
Use consistent references. For example, an index might identify “B1 — SEN Support plan — school — document date — pages 9–15”. A summary then directs the reader to that record instead of repeating it in full.
Different decisions need different evidence.
EHC needs assessment request
Connect SEN or possible SEN to the reasons provision through an EHCP may be needed. Use current support, impact and professional information. You do not need every possible report before requesting assessment.
Explore application support →Draft EHCP review
Compare needs and recommendations with the plan’s wording. Check missing needs, generalised provision, outcomes, placement information and listed advice.
Attaching a report does not replace accurately recording the relevant needs and provision in the plan.
Explore draft reviews →Annual review
Show changed needs, progress, delivery of Section F, placement concerns and requested amendments.
Explore annual review support →Mediation
Focus on the disputed decision or wording, the change sought and the evidence supporting it. Prioritise the important issues.
Explore mediation support →SEND Tribunal evidence and bundle checks
Match evidence to the issues under appeal and follow the case directions for submission, sharing documents and deadlines.
The local authority normally prepares the EHC appeal bundle. Check it against the index for complete, properly submitted documents and flag omissions promptly.
Late evidence may need tribunal permission; do not assume it will be accepted. Reviewing or organising evidence does not automatically include submitting it on your behalf.
Explore tribunal support →Local-authority evidence
Review factual inaccuracies, outdated information, unsupported assumptions, inconsistencies and the difference between provision described as available and what was delivered.
Consider useful findings in all parties’ evidence, including material that may support your position.
From enquiry to the agreed written outputs.
Discuss the purpose
Tell us your stage, main concerns, evidence volume and any deadline.
Agree documents and scope
Confirm relevant records, page allowance, outputs, consultation, revision, fee and exclusions.
Review the evidence
Identify key findings, provision, recommendations, gaps and inconsistencies.
Prepare the outputs
Create the agreed statement, index, summary, chronology or mapping document.
Check factual accuracy
You review the facts and provide corrections within the agreed revision arrangements.
Receive final documents
Receive the completed work and guidance on its intended use.
What to have ready
The current plan or decision letter, purpose of review, relevant deadline, main school and professional records, parent information and any tribunal directions.
Provide electronic documents with clear names where possible. Keep your original records; do not send original documents by post unless agreed.
Evidence support: your questions answered.
Do I need every report before requesting assessment?
No. Use relevant evidence currently available and explain the gaps. Do not assume a complete private assessment set is required.
Is more evidence always better?
No. Relevance, clarity and complete context matter. Repetitive documents can make important findings harder to locate.
Can you prepare my parent statement or my child’s views?
Parent Statement Preparation is available separately or within the enhanced package. Child or young person’s views can be included where appropriate and agreed, using an accessible approach.
Can you obtain school records?
Parents normally request records directly from school or the authority. We can identify the kinds of information that may be relevant.
Can you review a tribunal bundle?
Yes, subject to volume, deadline, availability and agreed scope. Extensive cases may need a tailored quotation.
Does the package include an appeal form?
No, unless expressly included in a combined package. Appeal preparation and full case management are separate services.
Can you guarantee an EHCP or appeal result?
No. We help organise and present the evidence; the decision remains with the local authority or tribunal.
Can I move to broader tribunal support later?
Where capacity and deadlines allow, evidence work may be incorporated into a broader service. Any new scope and fee are agreed first.
Is this service available across the UK?
This page concerns the EHCP and SEND Tribunal framework in England. Other UK nations have different systems.
Clear responsibilities
School of Diversity provides practical evidence review, document preparation and parent advocacy. This is not regulated legal representation by a solicitor or barrister.
Your agreement records outputs, allowances, exclusions and submission responsibilities. Forward correspondence promptly, retain proof of submissions and check the directions and deadlines for your case.
Start organising before the deadline becomes urgent.
Tell us the stage, purpose and documents available. We will explain the relevant support options.
Include the deadline in your enquiry.
Let us know whether you need a statement, wider evidence preparation or help with a tribunal bundle. We confirm availability before accepting work.
office@schoolofdiversity.com
0333 577 1179