Understanding EHCPs: A Parent's Guide to Education, Health and Care Plans
Understanding EHCPs: A Parent's Guide is designed to help parents and carers understand what an Education, Health and Care Plan (EHCP) is, who it is for, and how it can support children and young people with special educational needs and disabilities (SEND). The guide explains the EHCP assessment process, what should be included in a plan, and the rights of families throughout the process. It also provides practical advice on working with schools, local authorities, and other professionals to ensure children receive the support they need to achieve positive outcomes.
What is an EHCP?
An EHCP stands for an Education, Health and Care Plan. It is a legal document that describes a child or young person's special educational needs (SEND), the support they require, and the outcomes they are working towards. An EHCP brings together information from education, health and social care professionals to ensure that support is coordinated and tailored to the individual child's needs.
EHCPs were introduced in 2014 as part of the Children and Families Act, replacing the previous Statements of Special Educational Needs (SEN). The change was designed to provide a more joined-up approach, placing children, young people and their families at the centre of decision-making. Unlike Statements of SEN, EHCPs can include support from health and social care services as well as education and can remain in place until a young person reaches the age of 25 if they continue in education or training.
An EHCP is intended for children and young people with significant and complex special educational needs who require support that goes beyond what a school, college or early years setting can usually provide through its normal resources. Not every child with SEND will need an EHCP, but for those who do, it helps ensure they receive the specific support necessary to achieve their educational goals and prepare for adulthood.
Who needs an EHCP?
An Education, Health and Care Plan (EHCP) is available for children and young people aged 0 to 25 who have special educational needs and disabilities (SEND) and require a higher level of support than is ordinarily available through their educational setting. An EHCP can support children in early years settings, schools, colleges, and other educational or training environments.
A child or young person may be eligible for an EHCP if they have significant or complex special educational needs that affect their ability to access learning and make progress. These needs might relate to communication and interaction, cognition and learning, social, emotional and mental health, or sensory and physical difficulties. Eligibility is determined through an Education, Health and Care (EHC) needs assessment, which considers evidence from parents, educational professionals, health services, and other relevant specialists.
An EHCP is usually considered when additional support is required beyond what a school or college can reasonably provide from its own resources (the notional budget). This may be because a child needs highly specialised teaching, regular support from external professionals, specialist equipment, or a tailored educational programme to meet their needs effectively.
It is important to understand the difference between SEN Support and an EHCP. SEN Support is the first level of additional help provided by schools and colleges for children with identified special educational needs. Most children with SEND have their needs met through SEN Support without requiring an EHCP. An EHCP is only necessary when a child's needs are more complex and require coordinated support from education, health and social care services, along with legally specified provision that must be delivered.
What support does an EHCP provide?
An Education, Health and Care Plan (EHCP) sets out the support a child or young person needs to help them achieve their best possible outcomes. The support included in an EHCP is legally enforceable and should be tailored to the individual's specific needs.
Educational Provision
The educational provision section explains what support is required to meet a child or young person's special educational needs that is above what is ordinarily available. This may include:
Specialist teaching programmes and interventions
One-to-one or small group support
Adapted learning materials and resources
Specialist equipment and technology
Support from teaching assistants or specialist staff
The EHCP should clearly state what support will be provided, how often it will be delivered, and who is responsible for delivering it.
Therapy Services
Many children and young people with SEND require therapeutic support to help them access education and develop important skills. Depending on need, an EHCP may include:
Speech and language therapy
Occupational therapy
Physiotherapy
Sensory integration support
Specialist communication support
Where therapy is required to support a child's educational needs, it should be specified within the EHCP and delivered as outlined in the plan.
Health Support
An EHCP can also include support provided by health services. This ensures that education and healthcare professionals work together to meet the child's needs. Health support may include:
Medical assessments and reviews
Support from paediatricians and specialist nurses
Mental health services
Medication management within educational settings
Support for physical or long-term health conditions
The plan should identify the health services involved and explain the support they will provide.
Social Care Support
Where appropriate, an EHCP may include social care provision to support the child, young person, and their family. This could include:
Short breaks or respite services
Family support services
Assistance with independence skills
Community activities and social inclusion opportunities
Support during the transition to adulthood
Social care support can play an important role in improving a child's wellbeing and quality of life.
Annual Reviews
Every EHCP must be reviewed at least once a year to ensure it continues to reflect the child's needs and circumstances. During the annual review, the following will be considered:
Progress towards agreed outcomes
Views of the child, young person, and family
Updated advice and recommendations from professionals
Changes to provision, outcomes, or placement
For children under five, reviews may take place more frequently if needed.
Personal Outcomes
A key feature of an EHCP is its focus on personal outcomes. Outcomes describe what the child or young person is expected to achieve as a result of the support they receive. These may relate to:
Educational achievement
Communication and social skills
Independence and life skills
Emotional wellbeing
Preparation for employment, further education, or adulthood
Outcomes should be specific, realistic, and meaningful to the child or young person, helping everyone involved work towards shared goals and aspirations.
How to apply for an EHCP
If you believe your child or young person requires more support than their school, college, or early years setting can normally provide, the first step is to discuss your concerns with the setting that your child attends. If the educational setting are in agreement, they will ensure that your child is placed on SEN Support which will include the creation of a one plan which will be reviewed three times per year. Parents can also request an Education, Health and Care (EHC) Needs Assessment directly from their local authority. This assessment is the first step towards obtaining an EHCP.
Understanding the EHCP assessment process
Step 1: Request an EHC Needs Assessment
A request for an EHC Needs Assessment can be made by:
A parent or carer
A young person aged 16 to 25
A school, college, or early years setting
A professional working with the child or family
The request should explain the child's needs, the support already in place, and why additional provision may be necessary.
Step 2: Local Authority Decision
Once the request is received, the local authority will consider the information provided and decide whether an EHC Needs Assessment is required. They will review available evidence from education, health, and other professionals as well as information provided by the family.
Step 3: The Assessment Process
If the assessment is agreed, the local authority will gather advice and information from:
Parents or carers
The child or young person
Educational professionals
Health professionals
Social care professionals, where appropriate
This process helps build a complete picture of the child's strengths, needs, and the support required.
Step 4: Draft EHCP
Following the assessment, the local authority will decide whether an EHCP is necessary. If agreed, a draft EHCP will be prepared outlining:
The child's special educational needs
The provision required to meet those needs
Desired outcomes and aspirations
The type of educational placement recommended
Parents and young people will have the opportunity to review the draft and provide feedback before the plan is finalised.
Step 5: Final EHCP Issued
Once the EHCP is finalised, the local authority becomes legally responsible for ensuring that the specified educational provision is delivered. The plan should clearly state the support the child or young person will receive and who will provide it.
Tips for Parents
Keep copies of reports, assessments, and correspondence.
Record examples of the challenges your child experiences at home and in education.
Work closely with your child's school or setting throughout the process.
Seek advice from your local SEND Information, Advice and Support Service (SENDIASS) if you need guidance.
Remember that you have the right to challenge decisions if an assessment or EHCP is refused.
Applying for an EHCP can sometimes feel overwhelming, but understanding the process and gathering strong evidence can help ensure your child receives the support they need to thrive in education and beyond.
How long does an EHCP take?
The EHCP process is designed to be completed within 20 weeks from the date the local authority receives a request for an Education, Health and Care (EHC) Needs Assessment.
Typical EHCP Timeline
Weeks 0-6: Request and Decision
A request for an EHC Needs Assessment is submitted.
The local authority reviews the information provided.
Within 6 weeks, they must decide whether to carry out an assessment.
Weeks 6-16: Assessment Process
If an assessment is agreed, advice and evidence are gathered from parents, schools, health professionals, and other specialists.
The local authority considers whether an EHCP is needed and what support should be included.
Weeks 16-20: Draft and Final Plan
A draft EHCP is shared with parents or the young person for review.
Families can provide comments and request a preferred school or educational setting.
The final EHCP should be issued by the end of week 20.
Can It Take Longer?
Although the legal timescale is 20 weeks, delays can sometimes occur. Common reasons include:
Waiting for professional reports or assessments
Complex cases involving multiple agencies
Requests for additional evidence or specialist advice
High demand on local authority SEND services
If there are significant delays, parents and young people have the right to ask for updates and challenge unreasonable waiting times.
What Happens While You Wait?
While an EHCP assessment is underway, schools and colleges should continue to provide support through SEN Support and make reasonable adjustments to help meet the child's needs. Existing support should not stop simply because an EHCP application has been submitted.
Key Point for Parents
From the date the local authority receives the request for an EHC Needs Assessment to the issue of a final EHCP, the process should normally take no more than 20 weeks. Keeping records, responding promptly to requests for information, and maintaining regular communication with professionals can help the process
Choosing the right school
Choosing the right school for a child or young person with SEND is one of the most important decisions a family will make. Every child is unique, and the best setting will depend on their individual needs, strengths, interests, and the level of support they require to thrive.
Mainstream Schools
Many children and young people with SEND attend mainstream schools successfully. With appropriate support, reasonable adjustments, and inclusive teaching practices, mainstream settings can provide opportunities for academic achievement, social development, and participation alongside peers.
Support in mainstream schools may include:
SEN Support or an EHCP
Adapted teaching approaches
Specialist interventions
Teaching assistant support
Access to external professionals and services
For some children, a mainstream environment with the right adjustments can be the most suitable option, helping them learn and develop within their local community.
Maintained Specialist Schools
Specialist schools are designed for children and young people with more complex or significant needs that cannot be fully met within a mainstream setting. These schools typically offer:
Smaller class sizes
Highly trained specialist staff
Tailored learning programmes
Specialist equipment and facilities
Integrated therapeutic support
Specialist schools may cater for a range of needs, including autism, severe learning difficulties, physical disabilities, communication needs, and social, emotional and mental health needs.
Independent Specialist Schools
In some cases, a local authority may agree that an independent specialist school is the most appropriate placement for a child. These schools often provide highly specialised support for children with complex needs and may be considered when suitable provision is unavailable within maintained mainstream or specialist settings.
Independent specialist schools can offer:
Bespoke educational programmes
Specialist staff expertise
Highly individualised learning environments
Placement decisions are based on the child's needs as identified through the EHCP process.
Matching Provision to Need
The most important factor is ensuring that the education setting can meet the child's needs effectively. A school should be able to deliver the support specified within an EHCP and provide an environment where the child feels safe, included, and able to make progress.
When considering schools, parents may wish to think about:
The child's learning profile and communication needs
Class sizes and staffing levels
Specialist expertise and available therapies
Opportunities for social development and independence
Travel arrangements and journey times
The school's experience of supporting similar needs
There is no single "best" type of school. What matters most is finding the right match between the child's needs and the provision available.
Considering Specialist Independent Provision
For some children and young people with complex SEND needs, a specialist independent school may offer the focused support, therapeutic input, and tailored environment needed to help them succeed. Schools such as Hatfield Wick School provide specialist education designed to support pupils whose needs may not be fully met within a traditional mainstream setting. Families considering specialist provision should explore how the school's approach, expertise, curriculum, and therapeutic support align with their child's individual needs and EHCP outcomes.
Ultimately, the right school is the one that enables a child or young person to feel understood, supported, and empowered to achieve their full potential.
How Hatfield Wick School supports pupils with EHCPs
Hatfield Wick School is designed to support children and young people who require a highly personalised educational environment due to their social, emotional &/ mental health needs, including many pupils with Education, Health and Care Plans (EHCPs). The school's approach focuses on understanding each child's individual needs and creating the right therapeutic conditions for them to feel safe, engaged, and successful in education.
Individualised Learning
Every pupil is unique, and Hatfield Wick School places a strong emphasis on personalised learning pathways. The school aims to adapt education to each pupil's strengths, needs, interests, and EHCP outcomes, rather than expecting all children to learn in the same way.
Therapeutic Support
Therapeutic principles are embedded throughout the school's approach. Hatfield Wick's CARES360® framework combines education, emotional wellbeing, relationships, and support to help pupils develop confidence, emotional regulation, resilience, and engagement with learning. The school describes its practice as trauma-informed, attachment-aware, and responsive to neurodiverse needs.
Small Class Sizes and High Levels of Support
The school highlights the benefits of small cohorts and high staff-to-pupil ratios, enabling staff to build strong relationships with pupils and provide more focused support. This approach is intended to help pupils who may find larger or busier educational environments challenging.
Multi-Disciplinary Approach
Hatfield Wick combines educational and therapeutic support through an integrated model. Staff work to address not only academic progress but also emotional wellbeing, relationships, confidence, and engagement, recognising that these areas are closely connected.
Working Alongside Families
The school's approach emphasises partnership with families and open communication. Hatfield Wick works closely with parents, carers, and other professionals to ensure support is individualised and based on a thorough understanding of each child's needs and strengths.
Focus on Outcomes and Independence
Alongside academic learning, Hatfield Wick seeks to help pupils develop the skills, confidence, and independence needed for their future. The school's approach aims to support young people to build positive relationships, strengthen emotional regulation, engage successfully in learning, and prepare for future education, employment, and adult life opportunities.
Conclusion
Understanding the EHCP journey can help you to feel more confident when seeking support for your child or young person. From requesting an EHC Needs Assessment to securing the right provision and reviewing progress each year, every stage of the process is designed to ensure that children with SEND receive the support they need to achieve positive outcomes.
Early identification and intervention are key. The sooner needs are recognised and appropriate support is put in place, the greater the opportunity for children and young people to develop their skills, build confidence, and reach their full potential both in education and beyond.
If you are concerned about your child's progress or feel they may require additional support, don't be afraid to seek advice. Schools, SENDIASS services, educational professionals, and specialist providers can all help you understand your options and navigate the process.
For families exploring specialist educational provision, Hatfield Wick School can provide further information about its personalised approach to supporting pupils with SEND, including those with EHCPs.
To learn more about the school's provision, admissions process, and how it may be able to support your child, contact Hatfield Wick School directly to discuss your individual circumstances