EHCP Checklist: What to Check Before You Sign Off Your Child's Plan

EHCP Sections at a Glance

The Golden Rule: Section B → Section F

The Golden EHCP Checklist

Work through this checklist when reviewing a draft or finalised EHCP. Print it out, or use it alongside the document.

✅ Section B — Does it clearly describe your child?

• ☐ Does Section B describe your child's needs specifically, not generically?
• ☐ Are needs described in detail — not just "has autism" but how autism affects them?
• ☐ Does it cover communication and interaction needs?
• ☐ Does it cover sensory and physical needs?
• ☐ Does it cover cognition and learning needs?
• ☐ Does it cover social, emotional and mental health needs?
• ☐ Are any health-related educational needs included (e.g. fatigue, anxiety affecting learning)?
• ☐ Were your views as a parent incorporated?
• ☐ Were your child's own views incorporated (if appropriate)?
• ☐ Is the professional advice from assessments reflected accurately?

✅ Section F — Is provision specific and quantified?

• ☐ Is every need in Section B addressed by a provision in Section F?
• ☐ Is each provision specific — naming the type of support (e.g. "1:1 SALT therapy, not group")?
• ☐ Is each provision quantified — stating hours per week/term?
• ☐ Does it name who provides the support (e.g. "qualified speech and language therapist")?
• ☐ Are any TA hours described as specialist where appropriate (not just general TA)?
• ☐ Does it specify whether provision is 1:1 or group?
• ☐ Are sensory accommodations described specifically?
• ☐ Is any emotional regulation support specified?
• ☐ Does it address communication needs with sufficient detail?
• ☐ Are transition support arrangements described?

✅ Section I — Is the school named?

• ☐ Is a specific school named (not just "a school that meets needs")?
• ☐ Is the named school appropriate for your child's needs as described in Section B?
• ☐ If you disagree with the named school, have you noted this at the draft stage?

✅ Cross-Checking B vs F

Go through Section B line by line. For each need, ask: "Where is this addressed in Section F?" If you can't find it, note the gap.

• ☐ Speech and language difficulties → SALT provision named in F?
• ☐ Sensory processing needs → sensory environment/supports named in F?
• ☐ Anxiety and SEMH needs → emotional regulation support named in F?
• ☐ Communication differences → AAC, visual supports, or communication strategies named in F?
• ☐ Social interaction difficulties → social skills/peer support named in F?
• ☐ Literacy and numeracy gaps → specialist intervention named in F?
• ☐ Executive function difficulties → structured routines, prompting strategies named in F?

Common Pitfalls to Watch For

• "As appropriate" / "as needed" — these phrases make provision unenforceable. Push for specifics.
• "Access to" — "access to speech therapy" means nothing. A child "has access" to the sun.
• Hours not specified — without hours, the school can provide as little as it likes.
• Qualified vs unqualified staff — the plan should specify the qualification level of the person delivering provision.
• Missing needs — if a need from professional reports isn't in Section B, it won't be funded in F. Raise this at the draft stage.

What to Do If You Find Gaps

1. Write to the LA's SEND team, identifying each gap specifically — "Need X is described in Section B but not addressed in Section F."
2. Request the provision be added before the plan is finalised.
3. If the plan has been finalised, you have the right to ask for an early annual review.
4. You can appeal to the SEND Tribunal if the LA refuses to amend the plan.
5. Seek support from IPSEA, SOS!SEN, or a specialist SEND solicitor.

Useful Resources

• IPSEA — Independent Provider of Special Education Advice (free legal advice)
• SOS!SEN — Special Educational Needs helpline
• GOV.UK — EHC needs assessments
• Kent SENDIASS — free, impartial advice for Kent families
• SENDPath — EHCP Solicitors directory