Most children and young people will have their needs met through universal mainstream provision. For example, in school via SEN Support. EHC Plans provide support over and above that which is ordinarily available within mainstream education settings. They aim to support access to learning and development of independence. 

EHC Plans are for children and young people from birth up to age 25. EHC Plans provide statutory protection in respect of educational provision. They are intended to be holistic and centred on the child or young person’s needs. They are person-centred and contain an ‘All About Me’ section. 

An EHC Plan is only provided after an assessment with input from the family and relevant professionals. Once finalised the EHC Plan will be reviewed annually. 

EHC Plan blank example [PDF, 99kb]. This document may not be accessible. 

Cognition and learning 

This includes:

• specific learning difficulties 
• moderate learning difficulties 
• severe learning difficulties 
• profound and multiple learning difficulties 

Communication and interaction

These include: 

• speech, language and communication needs 
• autistic spectrum disorders and conditions 

Social, emotional and mental health

These include: 

• attention deficit hyperactivity disorder 
• attention deficite disorder  
• obsessive defiance disorder
• other diagnosed mental health conditions  

Sensory and/or physical

These include: 

• visual impairment
• hearing impairment 
• multi-sensory impairment 
• physicall disabilities 

Other sections of an EHCP

Section A

Any updates to front page such as name or address to be included in section A. Ensure that there is a good overview of the CYP. Ensure that it is in line with their current stage of life. Ensure that the voice of the young person and their families is heard. Include information such as:

• what they like and dislike
• how they feel about their current education journey.

It should provide an understanding of their aspirations as well as links to the four pillars of PfA.  

Section B

Section B is populated by:

1. appendices B (provided by the setting),
2. appendicies D (provided by the EP),
3. and any health or therapy reports.  

Section B should provide a comprehensive picture of the CYPs special educational needs and stengths.  

Section B is often misunderstood, it is not about what the CYP ‘needs’ to access education.  

A classic example would be: ‘Ben needs 1:1 support’.  

Instead, we want to think about why Ben needs 1:1 support and what is the driving need behind it? What would happen if he didn’t have this?  

An improved example might be: 

Ben can focus and maintain attention. However, he struggles to maintain this on his own and he is liable to make noises and move around a lot in class without supervision. This can be disruptive to his own learning and that of others.

Section C

Updates should include any new diagnosis(es) or health needs that will impact on the CYP education. This should not include provision. This should be evidenced by medical/health reports. The name of medication if applicable should be included, but not the dosage.  

 See below as an example: 

Harry was diagnosed with attention deficit hyperactivity disorder (ADHD) in March 2022. He takes melatonin to manage his symptoms and to aid sleep.​ 

Harry was diagnosed with Autism in October 2020. The impact of this is described in Section B.​ 

Harry has sensory processing difficulties. He shows sensitivities especially in his auditory, visual and smell senses. These sensitives are having a direct impact on Harry’s ability to access and tolerate the school environment, as described in section B.

Harry experiences high levels of anxiety and emotional dysregulation. These are are compounded further by his sensory processing difficulties. When he becomes highly dysregulated, he can demonstrate behaviours which challenge. ​ 

Harry has a peanut allergy. 

Harry has learning difficulties.  

Section D

Description of CYP needs

This section should provide a concise overview of the CYP's needs. Avoid including sensitive details about the CYP and their family or circumstances. The description should include: 

• The team currently involved with the CYP. 
• The length of time the team has been involved. 
• The reason for the team’s involvement. 
• The CYP’s strengths and needs. 

Updating process

Updates must be based on the social worker’s report. The recommended process is:

1. Settings to request an Appendix E from the relevant social care quadrant.
2. Invite a professional if the CYP is currently open to social care or has had recent involvement.

If the setting is unable to get the necessary paperwork during the annual review process, there is a procedure within the local authority to address this upon receipt of the annual review 

Sections E and F

Outcomes are not annual targets. They are set looking forward to the end of the key stage or beyond. They still need to be reviewed to check:

• they are still relevant
• made more specific and measurable or
• have changed.

Short-term targets will also be reviewed and new targets set. Outcomes must be specific, measurable, achievable, realistic and time bound (SMART).  

It may help in writing and proposing these in the Review meeting. Imagine future Reviews and how measurable the outcome will be when considering whether the outcome has been achieved. 

If outcomes need amending, this should be recorded on the EHC Plan directly. Use the established key in the  Record of Annual Review documents:

• General annual review paperwork
• Year 9 onwards PfA annual review document 

If the Review established that a child or young person (CYP) has achieved their education and training-based outcomes, or that support can now be met within delegated resources, a discussion should take place. This discussion should involve the child, young person, and their family. The Local Authority (LA) should then consider whether to cease the Education, Health and Care (EHC) Plan.

For more information on outcomes, take a look at the Outcomes Toolkit. 

Section E and F can be shown in a table as shown below. See the text below the table for an example of how each section may be filled in. 

Outcomes sought for the CYP, including outcomes for adult life (Section E)	What help do I need to achieve this (Section F)	Who will provide this help (Section F)	When will it happen (Section F)
See below	See below	See below	See below

Outcomes sought for the CYP, including outcomes for adult life (Section E)

Social, emotional and mental health

By the end of Key Stage 4 the CYP has developed appropriate social skills in order to establish new friendships in the context on community involvement.

What help do I need to achieve this (Section F)

Developing meaningful friendships will be a key component in helping CYP to feel settled in her school and supporting her to improve her mental health. As a result, CYP will require opportunities to socialise with other students in a supportive and calm environment. It would be helpful to explore extra-curricular activities and clubs that CYP could attend and develop relationships with peers. CYP should be involved in identifying suitable activities and peers that she would like to include. Suggestions may include:

• Music
• Sports – specifically Netball as CYP has expressed an interest in this sport
• Cooking or games club

Who will provide this help (Section F) 

Education staff

When will it happen (Section F)

Daily Integration

What help do I need to achieve this (Section F)

CYP will require an individualised and evidence-based intervention to build her social skills and confidence when interacting with her peers. The Talkabout series by Alex Kelly would be an appropriate resource to use for this as it includes an assessment of her strengths and difficulties with social skills and activities to practise identified areas of need. This intervention will be delivered in a small group for at least 1 hour per week.

Who will provide this help (Section F) 

Education staff

When will it happen (Section F)

1 hour weekly sessions

Section G

Section G relates to any health provision required by the learning difficulties and disabilities which result in the CYP having SEN, where an individual care plan is made for them. 

Section H1/2 

Any provision included here will depend on what Social Care needs, if any, have been included in Section D. 

Updates must be based on the social worker’s report. The EHCco will update this section accordingly if required. 

Section I

The parent/young person may want to ask for a different school or type of school. They can do this if they believe it will provide a better match to their child's/their needs. 

The EHCco will update this section upon receipt of the annual review paperwork. Please note: Section I is left blank in a proposed amended plan.

Section J

Any Personal Budget (PB) already in place should be reviewed particularly where provision has been amended. This is also an opportunity to request a PB if the parent/YP would like one. Find out more about School transport for people with special educational needs and disabilities (SEND).

 

Some other things to consider when it comes to EHCP plans are: 

• Young People who are over 14 years old with a learning disability can request to be on the learning disability register at their GP practice. This entitles them to an annual health check and individual health plan​.
• Children in Care (CLA) will receive an annual health review as part of their care package.
• Children with a medical need in school should have an Individual Healthcare Plan (IHCP) in school. For example, epilepsy or a serious allergy.
• Children’s Continuing Care will have an annual review of need​.
• Children who are inpatients in mental health hospitals should have a dynamic support facilitator. They should have a Care, Education and Treatment review (CETR) as part of that support.​ 

Buckinghamshire Council's Position Statements

The Bucinghamshire Local Area Position statements draw upon a review of the research evidence and represents the views of Education, Health and Social Care providers and commissioners within the Buckinghamshire Local Area.

These statements include: 

• Visual Processing Difficulties: Due to the limited evidence base for Behavioural Optometry, we have produced a position statement to advise we will not provide this in Bucksinghamshire.
• Auditory Processing Difficulties: due to limited evidence base for Listening Programmes.
• Sensory Processing Needs: limited evidence of effectiveness of Sensory Integration Therapy ​ 
• Remote service delivery of Health Services