How to Write a Child or Young Person’s EHCP Statement

A child or young person’s EHCP statement should explain what matters to them, what they enjoy, what they find difficult, what helps them and what support they would like. Their views can be shared through writing, conversation, pictures, symbols, photographs, recordings, observations or communication support. The statement should reflect their own voice and should not be rewritten to sound like a professional report.

A child does not have to complete a formal written statement independently. Adults should help them participate in a way that is suitable for their age, understanding, communication needs and emotional wellbeing.

The local authority must have regard to the views, wishes and feelings of the child and their parent, or of the young person, and should support their participation in decisions about their education and support. Section A of an EHC plan must include the child’s and parents’ views, interests and aspirations, or those of the young person.

Key takeaways

The statement should use the child or young person’s own words wherever possible.
It can be written, spoken, drawn, recorded or communicated in another accessible way.
It should explain strengths and interests as well as difficulties.
The child or young person should not be pressured to answer questions that cause distress.
Adults may support communication but should not replace the person’s views with their own.
The statement should explain what helps, what does not help and what the child or young person wants for the future.

What is a child or young person’s EHCP statement?

A child or young person’s EHCP statement is a record of their:

views;
wishes;
feelings;
interests;
strengths;
difficulties;
support needs;
aspirations; and
preferences about education and the future.

It may be used during:

an EHC needs assessment request;
the EHC needs assessment;
preparation of a draft EHCP;
an annual review;
a reassessment;
a change of placement;
transition planning; or
a SEND Tribunal appeal.

The information will usually contribute to Section A of the EHCP, although it may also help shape the outcomes in Section E and the provision in Section F.

Why are the child or young person’s views important?

An EHCP should not be written only from the perspective of adults and professionals.

The child or young person is the person experiencing:

the classroom;
the school environment;
the demands of learning;
sensory pressures;
relationships;
transitions;
support arrangements;
anxiety;
attendance difficulties; and
the impact of their needs.

Their views can help adults understand:

what feels safe;
what causes distress;
what makes learning easier;
what stops them asking for help;
which support works;
which support feels unhelpful;
what they want to change; and
what they hope to achieve.

The Children and Families Act 2014 requires local authorities to consider the views, wishes and feelings of children, parents and young people and the importance of supporting them to participate as fully as possible in decisions.

Does the child have to write the statement themselves?

No.

A child or young person does not have to produce a formal written document independently.

Their views can be gathered through:

a written statement;
a conversation;
short answers to questions;
a drawing;
photographs;
symbols;
a communication board;
a video or audio recording;
a mind map;
sentence-completion prompts;
observation;
play;
a trusted adult interpreting established communication; or
a combination of these methods.

The method should suit the child or young person rather than expecting them to fit a standard form.

A child who communicates very little verbally can still express preferences, feelings and choices through behaviour, body language, gestures, symbols, movement, facial expression and familiar routines.

What is the difference between a child and a young person in the EHCP process?

In SEND law, a young person generally means someone who is over compulsory school age but under 25.

Once a young person reaches the end of compulsory school age, certain EHCP rights usually transfer from the parent to the young person, subject to mental-capacity considerations. These may include the right to request an EHC needs assessment, express a placement preference, request mediation and bring an appeal.

Parents may still provide support and evidence, but the young person’s own views and decisions become especially important.

What to Include in a Child or Young Person’s EHCP Statement

There is no compulsory wording. The following structure provides a practical way to gather meaningful views.

1. About me

Start with simple information that helps the reader understand the child or young person as an individual.

This may include:

name;
age;
school or college;
year group or course;
family;
pets;
interests;
favourite activities;
personality;
culture;
identity;
important relationships; and
anything they want people to know about them.

Helpful prompts

My name is…
I am … years old.
I go to…
I would describe myself as…
The most important people in my life are…
Something I want adults to know about me is…

Example

My name is Ella and I am 12. I enjoy swimming, art, reading and spending time with my dogs. I am quiet when I first meet people, but I talk more when I feel comfortable.

2. My strengths

The statement should explain what the child or young person does well.

This might include:

creativity;
memory;
problem-solving;
humour;
kindness;
practical skills;
specialist knowledge;
sport;
music;
art;
technology;
reading;
caring for animals;
determination; or
attention to detail.

Helpful prompts

I am good at…
I feel proud when…
Other people say I am…
I learn best when…
Something I have achieved is…

Example

I am good at remembering facts about animals and history. I am also good at drawing and making things. I feel proud when I finish work that I thought would be difficult.

3. Things I enjoy

Interests can help professionals identify effective ways to engage and motivate the child or young person.

Include:

favourite subjects;
hobbies;
games;
clubs;
sports;
music;
films;
animals;
people;
places;
routines; and
sensory preferences.

Helpful prompts

My favourite thing to do is…
At school I enjoy…
At home I enjoy…
I feel happiest when…
I would like more opportunities to…

4. What I like about school or college

Encourage the child or young person to identify positive aspects of their setting.

This could include:

particular lessons;
trusted staff;
friends;
clubs;
quiet spaces;
routines;
practical activities;
smaller groups;
outdoor areas; or
specific support.

Helpful prompts

The best thing about school or college is…
My favourite lesson is…
The adults who help me are…
I feel safe when…
I work best in…

Example

I like science because we do practical work. I also like the library because it is quiet. I feel safest when I know which adult I can go to for help.

5. What I find difficult

This section should describe difficulties in the child or young person’s own way.

They may identify issues with:

noise;
crowds;
instructions;
reading;
writing;
maths;
memory;
concentration;
organisation;
communication;
friendships;
asking for help;
transitions;
changes;
breaktimes;
attendance;
anxiety;
emotional regulation;
physical access; or
tiredness.

Helpful prompts

I find it difficult when…
I worry about…
I do not like…
I become overwhelmed when…
I need help with…
Something adults misunderstand about me is…

Example

I find it hard when several people are talking at once. I cannot always understand what the teacher wants me to do, but I feel embarrassed asking again.

6. How my difficulties affect me

It is useful to explain the impact rather than only naming the difficulty.

Consider the impact on:

learning;
attendance;
friendships;
confidence;
communication;
independence;
wellbeing;
family life;
sleep;
eating;
travel;
participation; and
future plans.

Helpful prompts

When this happens, I…
It makes me feel…
I sometimes cannot…
After school or college, I…
Because of this, I miss…
I want adults to understand that…

Example

When the classroom is noisy, I cannot concentrate and I stop understanding the work. I may look as though I am doing nothing, but I feel stuck and do not know how to begin.

7. How I communicate

Explain how the child or young person communicates best.

This may include:

spoken language;
writing;
text;
pictures;
symbols;
gestures;
signing;
communication devices;
extra processing time;
choosing between options;
speaking through a trusted adult; or
communication that changes when anxious.

Helpful prompts

I find it easiest to communicate by…
I need extra time when…
I may stop speaking when…
Adults can help me communicate by…
Please do not assume that…

Example

I can usually speak, but when I am very anxious I cannot explain what is wrong. Adults should give me time and offer written choices instead of asking lots of questions.

8. What helps me

This is one of the most important parts of the statement.

Include strategies such as:

visual timetables;
written instructions;
advance warning;
smaller groups;
individual explanations;
quiet spaces;
movement breaks;
sensory equipment;
predictable routines;
trusted adults;
extra processing time;
reduced language;
access to technology;
task breakdown;
regular check-ins; or
preparation for transitions.

Helpful prompts

I learn best when…
I feel calmer when…
It helps when adults…
I need…
Before a change, I need…
When I am overwhelmed, please…

Example

It helps when instructions are written down and given one step at a time. I also need adults to tell me about changes before they happen.

9. What does not help me

This section can prevent adults from repeating strategies that increase distress.

Examples may include:

being told to calm down;
being questioned repeatedly;
public correction;
sanctions;
raised voices;
unexpected touch;
removing a safe space;
reward charts;
sudden changes;
pressure to speak;
crowded support groups; or
being expected to ask for help during overload.

Helpful prompts

It does not help when…
I become more upset if…
Please do not…
Adults sometimes think…, but actually…
A strategy that has not worked is…

Example

It does not help when adults keep asking me why I am upset. When I am overwhelmed, I need quiet time before I can explain.

10. How I feel about my current support

Ask whether the support is:

available when needed;
consistent;
private;
respectful;
helpful;
easy to access;
delivered by trusted staff;
suitable for the environment; and
helping the child or young person become more independent.

Helpful prompts

The support I receive is…
The most helpful support is…
I need more help with…
I do not always receive…
I would change…
I would like adults to check…

Example

I have a time-out card, but I find it difficult to show it when everyone is looking at me. I would prefer an agreed signal with a trusted adult.

11. My friendships and social life

Include the child or young person’s views about:

friendships;
loneliness;
bullying;
group work;
social communication;
clubs;
unstructured times;
online relationships;
belonging; and
support with social situations.

Helpful prompts

My friends are…
At breaktime I…
I feel included when…
I feel left out when…
I need help with…
I would like adults to understand…

Be careful not to force the child or young person to discuss relationships they find distressing.

12. My health, sensory and physical needs

This may include views about:

noise;
lighting;
clothing;
touch;
movement;
food;
pain;
fatigue;
mobility;
medication;
toileting;
personal care;
medical needs; or
access to therapy.

Helpful prompts

I am sensitive to…
I feel uncomfortable when…
My body feels…
I need a break when…
The environment is easier when…
Adults can help by…

13. My attendance and access to education

Where attendance is difficult, the statement should help explain why.

Include:

barriers to entering the setting;
anxiety;
transport;
sensory difficulties;
exhaustion;
bullying;
unmet support;
reduced timetables;
lesson avoidance;
missing specific subjects; and
what would make attendance more manageable.

Helpful prompts

It is difficult to attend when…
Before school or college I feel…
I miss lessons because…
I would attend more easily if…
The part of the day I find hardest is…

Example

I find Monday mornings especially difficult because I do not know whether anything has changed. A visual plan sent before Monday would help me prepare.

14. My goals and aspirations

Aspirations should reflect what matters to the child or young person, not only what adults think they should achieve.

This may include:

friendships;
confidence;
qualifications;
employment;
independent living;
travel;
communication;
hobbies;
relationships;
community participation;
university;
college;
apprenticeships; or
feeling safe and happy.

Helpful prompts

In the future I would like to…
A job I might enjoy is…
I want to become more confident at…
I would like to learn how to…
Something important to me is…
My next step should be…

The SEND Code of Practice emphasises person-centred planning and preparing young people for adulthood, including employment, independent living, community participation and health

15. The support I would like

Ask the child or young person what they believe would make education more accessible.

They might request:

a trusted adult;
smaller groups;
quieter lessons;
written instructions;
help with communication;
emotional support;
sensory adjustments;
specialist teaching;
therapy;
preparation for change;
help at breaktime;
assistive technology;
travel support; or
a different setting.

Helpful prompts

I would like more help with…
The support I need is…
I would feel safer if…
I would learn better if…
I would like adults to…
A suitable school or college would…

The child or young person should not be expected to specify technical provision. Their statement can describe the difficulty and what would improve the experience.

16. What I want adults to know

End with a clear personal message.

Helpful prompts

The most important thing I want adults to know is…
Please remember that…
I wish people understood…
When I am struggling…
I want to be involved by…
Please listen when…

Example

The most important thing I want adults to know is that I am not refusing because I do not care. Sometimes I am too overwhelmed to start. I need calm help, not more pressure.

How to Gather a Child’s Views Without Causing Distress

The process should be flexible and respectful.

Choose the right time

Do not gather views when the child or young person is:

overwhelmed;
exhausted;
distressed;
rushing;
recovering from school;
facing an immediate deadline; or
uncomfortable with the person asking.

Use short sessions

It may be better to gather information over several short conversations rather than completing the whole statement at once.

Offer choices

Use questions such as:

Is it easier when the room is quiet, when an adult helps you, or both?

Choices can reduce the language and processing demands of open-ended questions.

Allow the person not to answer

A refusal, withdrawal or inability to answer should not be interpreted as having no view.

Record sensitively that the child or young person:

chose not to answer;
became distressed;
communicated non-verbally;
needed support;
expressed a preference through behaviour; or
asked for the discussion to stop.

Avoid leading questions

Instead of asking:

You want to move schools, don’t you?

Ask:

How do you feel about your current school?

Or:

Is there anything you would like to change?

Use familiar communication

Use the communication method already known to work for that person.

What if the child cannot explain their views verbally?

The statement can include observed preferences and established communication.

For example:

Sam does not currently communicate their views through spoken or written language. Their views have been gathered through observation, familiar gestures, photographs and choices offered by adults who know them well.

Then describe:

what they approach;
what they avoid;
signs of enjoyment;
signs of distress;
preferred people;
preferred environments;
successful routines;
communication signals; and
evidence from familiar adults.

It should be made clear which parts are directly communicated and which are adult interpretations.

Example wording

Sam consistently moves towards the quiet sensory room when the main classroom becomes noisy. They relax their body, sit in the beanbag and engage with familiar sensory objects. We understand this as a clear preference for a low-stimulation environment when overwhelmed.

What if the child’s views differ from the parent’s views?

Both views can be included.

A parent might be concerned about risks that the child does not recognise. Equally, a child or young person may have preferences that differ from those of their family.

Use separate headings:

Child or young person’s views
Parent’s views

Do not rewrite the child or young person’s account to remove disagreement.

You can explain the difference respectfully:

Alex would like to remain at the current school because their friends are there. As parents, we are concerned that the current setting cannot provide the low-arousal environment and specialist communication support identified by professionals.

The decision-maker can then consider both perspectives alongside the evidence.

Recommended Structure for the Statement

About me
My strengths
Things I enjoy
What I like about school or college
What I find difficult
How my difficulties affect me
How I communicate
What helps me
What does not help me
My current support
Friendships and social life
Health, sensory and physical needs
Attendance and access to education
My goals and aspirations
The support I would like
What I want adults to know

Download the Child or Young Person’s EHCP Statement Template

Example Child’s EHCP Statement

My name is Sophie and I am 10 years old. I like animals, drawing, swimming and reading books about space.

I am good at remembering facts and making detailed pictures. I like science lessons when we do experiments.

I find school difficult when it is noisy or when plans change without warning. Sometimes I do not understand instructions, but I am worried that people will think I am not listening if I ask again.

When I become overwhelmed, I may stop talking or put my head on the desk. I need adults to give me time and show me written instructions.

It helps when I know the plan for the day, when changes are explained in advance and when I can work somewhere quiet.

It does not help when people ask me lots of questions while I am upset.

I would like help to feel less worried about school and to become more confident asking for support.

In the future, I would like to work with animals.

The most important thing I want adults to know is that I want to do well, but sometimes the classroom feels too overwhelming.

Example Young Person’s EHCP Statement

My name is Aaron and I am 17. I currently attend college and study electrical installation.

I enjoy practical work and learn best when I can watch a demonstration and then practise the task. I find long verbal explanations difficult to remember.

I need instructions written down in clear stages. I also need extra time to process questions before answering.

Busy workshops can be distracting, and I sometimes miss safety instructions when several people are speaking. I would like a tutor to check my understanding privately rather than asking me in front of the group.

My goal is to complete my course and become an electrician. I would like help finding a suitable work placement and understanding how to travel there independently.

I want to be involved in decisions about my course, support and future placement.

Common Mistakes to Avoid

Rewriting the statement in professional language

The child or young person’s voice should remain recognisable.

Focusing only on difficulties

Include strengths, interests, relationships and aspirations.

Asking too many questions at once

Keep prompts short and allow processing time.

Treating silence as having no opinion

Use observation and accessible communication methods.

Pressuring the child to discuss distressing experiences

Respect their right to pause, decline or communicate differently.

Combining parent and child views without distinction

Make it clear whose view is being recorded.

Including only what the school sees

The child or young person may experience significant effects before and after school.

Asking the person to design their own legal provision

They should explain what is difficult and what helps. Adults and professionals should translate that information into suitable, specific provision.

Child or Young Person’s Statement Checklist

Frequently Asked Questions

Does a child have to provide views for an EHCP?

The local authority should seek and consider the child’s views, wishes and feelings. The way those views are gathered should be appropriate to the child’s age, understanding and communication needs.

Does the statement have to be written?

No. It can be spoken, drawn, recorded, symbol-based, communicated through a device or gathered through supported observation.

Can a parent write it for the child?

A parent can help record the child’s views, but the document should distinguish the child’s own communication from the parent’s interpretation.

What should I do if my child refuses to answer?

Do not force them. Record that they did not wish or were not able to respond at that time. Try another method or gather views gradually where appropriate.

Can pictures be included?

Yes. Drawings, photographs, symbols and visual scales can all help communicate views.

Should the statement mention difficulties at home?

Yes, where the child or young person wants this included and it helps explain the impact of their needs.

Does the statement go in Section A?

The child or young person’s views, interests and aspirations should be reflected in Section A of the EHC plan.

Can the child ask for a particular school?

Their views about a placement can be recorded. The legal process for requesting and naming a placement will depend on whether the person is a child or a young person and the stage of the EHCP process.

What changes when the young person turns 16?

After compulsory school age, many EHCP rights generally transfer to the young person, subject to the Mental Capacity Act 2005. Parents can continue to support them, but professionals should engage directly with the young person.

How long should the statement be?

There is no fixed length. It should be accessible and detailed enough to communicate the person’s important views without unnecessary repetition.

How School of Diversity Can Help

School of Diversity can support families with:

gathering a child or young person’s views;
creating accessible questionnaires;
preparing parent statements;
organising EHCP evidence;
requesting an EHC needs assessment;
reviewing draft EHCPs;
preparing for annual reviews;
supporting post-16 transition;
mediation;
working documents; and
SEND Tribunal preparation.

We help families present the child or young person’s voice clearly while keeping their views distinct from adult and professional evidence.

Final Thoughts

A child or young person’s statement should not feel like another assessment being done to them.

It should be an opportunity for them to communicate:

who they are;
what they enjoy;
what they find difficult;
what makes them feel safe;
what helps them learn;
what support they want;
what they would like to change; and
what they hope for in the future.

Some children will write several pages. Others may contribute a few words, a drawing, a photograph, a choice or an observed response.

The quality of participation is more important than the length of the statement.

The central question is not whether the child or young person can complete a formal form. It is whether adults have made it possible for their views, wishes and feelings to be understood.

Related EHCP Guidance

Important information

This guide applies to the SEND and EHCP system in England.

It provides general information and does not constitute legal advice.