EHC Annual Review Toolkit for Parents and Carers
EHC Annual Review Toolkit for Parents and Carers
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What is an Annual Review of an Education, Health and Care (EHC) plan?
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If your child/young person has an EHC plan, it should be checked and (if necessary) updated, at least once a year. This is known as an annual review. On rare occasions things change more quickly, and an interim or emergency review is needed. |
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For young children (0-5 years) annual reviews must take place once per year. But it is recommended that they take place every 3-6 months as young children’s needs can change very quickly. |
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The review of the plan looks at the progress made by the child or young person towards achieving their outcomes and longer-term aspirations. The review must consider whether the outcomes and supporting targets are still the right ones. |
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What do we mean by the word ‘outcomes?
Put simply, an outcome is the benefit or difference that we want to see in someone’s life when they are being supported. For more information see this explainer from the Council for Disabled Children: Outcomes explainer- for parent carers |
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The diagram below shows the timeline for the annual review that schools/settings should follow. The LA in the diagram stands for Local Authority which in this case means the SEND Support, Assessment and Review Team. |
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Arranging the annual review of the EHC plan
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The review will be set up by your child/young person’s school/setting (this can differ for post-16 institutions). They will invite all the professionals that work with your child/young person to update their reports and in some cases attend the review meeting. |
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The Annual Review must be undertaken in partnership with the child/young person and their parent/carer. Or if the young person is age 16 or above, and has mental capacity, then the young person may wish to attend without parent/carers. For more information see IPSEA’s explanation of Mental Capacity and Decision Making. |
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The review must take account of the child’s/young person’s views, wishes and feelings, including their right to request a Personal Budget. |
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What will happen when my child is moving between schools/settings?
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An EHC plan must be reviewed and amended in sufficient time prior to a child or young person moving between key phases of education. This will give sufficient time to plan the move and ensure that any support needed in the new setting is arranged on time. |
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If moving from one school/setting to another, for example:
Then you need to make sure that the SEND Support, Assessment and Review team know which school/setting you want for your child/young person by 31st October.
Then the Annual Review and any changes must be completed before 15th February in the year of transfer. Reviewing a plan prior to moving school/setting is very important as this will probably be the last opportunity to update the plan before they leave their current school/setting. |
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Moving from Primary to Secondary school The same timescales apply as above but it is very important that a secondary transfer review should be held by the Summer Term of Year 5. |
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For year 11 leavers and those post-16, your preferred schools/settings need to be with the SEND team by 31st December.
The review must be completed before 31st March in the year of transfer. |
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These timescales will allow your SEND Caseworker time to update the EHC Plan with you and your child/young person. |
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It is very important that schools/settings get parent/carer and children and young people’s views to inform the next school/setting. |
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Please note there is no guarantee of specialist provision for any child/young person and these decisions will always go through the Local Authority’s EHC decision making panel. This is a group of senior officers from education, health and social care. |
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If you become aware that schools/settings cannot meet the dates set out above, please let your SEND Caseworker know as soon as possible. |
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Getting ready for next steps
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It is recommended that all reviews look at how the child or young person can be more independent. In Newcastle we call this ‘Getting ready for next steps’. You may also hear this called ‘Preparing for Adulthood’. |
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Take a look at this document designed by the Department for Education (DfE). It includes the steps that could be taken at each age to help children and young people get ready for employment, independent living, be included in their community and be as healthy as possible. Outcomes across age ranges for children/young people with SEND |
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Reviews taking place from Year 9, at the latest, and onwards must include a focus on getting ready for their next steps. See this document which gives examples: Key Topics to cover at Annual Reviews from Year 9 Where relevant the review should make a plan for young people moving from children’s to adult care and health services. |
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The review organiser should invite representatives of post-16 settings/institutions to the meeting, where a young person has expressed a desire to attend a particular setting/institution. |
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Did you know? Anyone aged 14 or over, who is on their doctor’s learning disability register, can have a yearly health check. These meetings are really useful to ensure that all your young person’s health needs are identified, and plans put in place. For more information follow the link below: |
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Calling an interim, or emergency, review meeting
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Most issues with the EHC plan can be resolved by parents/carers having a meeting with their schools/settings to discuss any issues.
However, in some circumstances, schools/settings may want to call a review outside of the normal 12-month anniversary. This should be very rare and must be agreed with the local authority. Emergency or interim reviews follow the same timescales and process of an annual review. |
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Who is invited to provide information for the annual review? |
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The people below MUST be invited and given as much notice as possible (two-weeks-notice as a minimum) of the date of the review:
The school/setting must ask for advice and information from all the people invited and share this with all people attending. |
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Who should attend a review meeting?
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A face-to-face meeting will be held with parent/carers and the child/young person at their school or setting.
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The number of children and young people with EHCPs in Newcastle means that it isn't always going to be possible for all professionals to attend all the review meetings. The table below shows when professionals will attend meetings.
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SEND Caseworker |
Health professionals |
Social care professionals |
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Level 1: |
Good progress is being made and only a few changes needed to the plan. No attendance needed.
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No health needs. No input needed.
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No social care needs. No input needed.
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Level 2
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Progress is limited, there may be some disagreements between home and school/setting or it could be a key transition point. Attendance recommended.
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Health needs or special educational needs are being met. Discharge letter provided with information on how to re-refer in future.
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Social care needs are now being met. Summary is provided of the type of assessment/intervention undertaken with information on how to re-ref in future.
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Level 3: |
Placement is at risk of breaking down, there is poor attendance or education is taking place in an independent setting. Attendance is essential.
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Health needs identified in section C and provision in section G or special educational needs identified in section B and provision in section F. ALSO expected progress being made, good communication with schools/settings and parent/carers, and good working relationships. Written report provided.
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Social care needs identified in section D and provision in section H1/H2 or special educational needs identified in section B and provision in section F. ALSO child/young person is making expected progress. Written report provided.
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Level 4: |
N/A |
Health needs identified in section C and provision in section G or special educational needs identified in section B and provision in section F. ALSO child/young person has complex medical needs, progress has been poor and support has been poor. Safeguarding concerns. Written report and attendance at the annual review.
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Social care needs identified in section D and provision in section H1/H2 or special educational needs identified in section B and provision in section F. ALSO child/young person has complex social care needs, progress has been poor and support has been poor. Safeguarding concerns. Written report and attendance at the annual review.
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If you require more information, please see the contribution table on the Schools and Settings toolkit page.
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What to check in an EHCP at the Annual Review
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Section of plan |
What does it include and what to check at Annual Review |
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A |
Views, interests, aspirations and goals of the child/young person and their parents/carers. Aspirations should be checked to see if they remain the same. There may be additional aspirations to be included perhaps due to new experiences, interests, or circumstances. |
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B |
The child/young person’s special educational needs and/or disability:
New needs may have emerged, or existing needs changed and/or are having an impact on other areas of their life (in or out of school/setting). Or the parent or children and young people may not feel their needs are described accurately or be a true representation of who they are. An example may be where a need has been described in the EHCP as a behaviour issue when the underlying reason behind the behaviour has now been identified as being due to a communication disorder or learning difficulty. |
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C |
The child/young person’s health needs that relate to their SEN or disability. There may be a new diagnosis or on-going investigations. Health conditions included may have stabilised or improved. Alternatively, what had previously been reported as a relatively stable health condition may now be less so. |
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D |
The child/young person’s social care needs that relate to their SEN or disability. Change of circumstances may have occurred or a more up to date assessment has now been completed that should be included. Parent/Carer/Young Person may request an assessment of their Social Care needs. |
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E |
Identified outcomes. Outcomes are expected to last for 2 to 3 years but they still need to be reviewed to check they are still relevant, SMARTened up or changed. (Short-term targets will also be reviewed as part of the child/young person’s school Individualised Learning Plan, and new targets set) |
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F |
SEN provision required to meet the needs and outcomes. There should be provision to match each need included in B. Perhaps some of the provision did not occur or has not been as effective as expected or perhaps there is an alternative approach that could be tried. |
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G |
Health provision required that relates to child/young person’s SEN or disability. Anything included here requires agreement by the LA from the Clinical Commissioning Group (CCG). Any health provision, such as Speech and Language Therapy, that educates or trains must be included in Section F. |
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H1 |
Social Care provision which MUST be made for a child/young person under 18 resulting from section 2 of the Chronically Sick and Disabled Persons Act 1970. Any provision included here will depend on what needs, if any have been included in Section D. It must be reviewed and may have already changed since it was originally included. |
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H2 |
Any other Social Care provision reasonably required by the learning difficulties and disabilities which result in the child or young person having SEN. Any provision included here will depend on what needs, if any have been included in Section D. It must be reviewed and may have already changed since it was originally included. |
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Name and type of school setting. If relevant the suitability of the school (or placement) may also be discussed. The parent/carer/young person may want to ask for a different school or type of school if they believe it will provide a better match to their needs. |
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Personal budget details (if requested). 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/carer/young person would like one.
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Using Invision 360, the SEND Parent/Carer Forum have provided examples of what to look for in each section of a ‘good’ plan. Please find this in the parent/carer forum Winter Newsletter, along with lots of other useful information: |
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SEND outcomes - capturing the views of children and young people with SEND at Annual Reviews |
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The SEND Executive Board has agreed a set of outcomes that they want all children and young people with SEND to achieve. These are:
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We want to find out how our children and young people with SEND are progressing towards these outcomes.
With parents/carers, children and young people we have produced a series of questions for children and young people so we can find out how they are progressing.
The overall feedback from children and young people will be monitored by the SEND Executive Board who will decide what needs to be put in place to improve progress towards these outcomes. |
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We are asking that schools/settings complete the questions with the child/young person at their annual review. This should only take around 10 minutes. There are two survey options on the links below: Year 11 and below (new form) Post-16 providers survey (new form) Schools/settings MUST download a copy of the survey so they can see if there are any actions they need to take. Reports on overall progress of Newcastle’s children and young people will be made to the SEND Executive Board. If these online forms are not appropriate, please refer to Section 2 (Ideas 2&3) of ‘The SEND Outcomes Guidance document’ for further suggestions.
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There is also a survey option for post-16, click on the link below: If this online form is not appropriate, please refer to Section 2 (Ideas 2&3) of ‘The SEND Outcomes Guidance document’ for further suggestions. |
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After the review meeting
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After the annual review, the school/setting must write a report. The report must set out recommendations on any amendments required to the EHC plan and should refer to any difference between the school or other setting’s recommendations and those of others attending the meeting.
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This should then be sent to everyone who was invited to the meeting within two weeks. They are asked to comment on the report. |
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Within four weeks of the meeting the local authority must decide whether to keep the EHC plan as it is, make changes to the plan, or cease to maintain the plan. If the plan needs to be amended, the local authority should start the process of amendment without delay. If the local authority decides not to amend the plan or decide to cease to maintain it, the local authority must notify the child’s parent/carer or the young person of their right to appeal that decision and the time limits for doing so. |
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A plan will not need to be changed every year. If only minor amendments are suggested, then the local authority might decide not to amend it, but we will explain that at the time. The local authority will always update a plan if new outcomes or provision are needed. |
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The local authority will write to the parent/carer to explain our decision and will also send parents/carers or young person a copy of this decision letter too. |
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Seeking feedback from parents/carers
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From January 2024 we will be asking for your feedback about the annual review process. You can tell us how you think the annual review went and what could be done to improve it. Schools/settings will share a link to a survey. |
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Newcastle SENDIASS (Special Educational Needs and Disabilities Information, Advice and Support Service) |
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‘How to’ Guides for Parent/Carers
How to understand SEND Support |
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If you are not happy with a decision regarding an EHCP assessment or annual review:
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Call us We will work with you to resolve any concerns you may have and explain further about why the decision has been made. If any further advice or evidence is now available, please send us a copy and we will consider this as it may make a difference to the original decision. Please contact: SEND Support, Assessment and Review Team Tel: 0191 277 4650 |
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SEND Information, Advice and Support service (SENDIASS) If we can’t reach agreement or you are still dissatisfied you can also contact SENDIASS an independent team who will give you information and advice. Here’s how to contact them: Tel: 0191 211 6255 Email: sendiassadmin@newcastle.gov.uk http://www.newcastlesendiass.co.uk This you tube video tells you more about how SENDIASS can help you: Introduction to the Information Advice and Support Service - YouTube |
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Seek Mediation If we are unable to come to an agreement independent mediation arrangements are in place to help discuss, resolve or prevent any disagreements linked to decisions about EHC needs assessments and plans. An adviser will provide you with information on how they can help. Please contact: Sue Hall, Chapel Mediation & Consultancy Service Tel: 07792227526 or Email: suehall113@gmail.com Please note if you wish to make an appeal to the SEND Tribunal you may only do so after contacting the mediation service and discussed whether mediation might be a suitable way of resolving the disagreement. They will issue a certificate. |
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Apply to a SEND Tribunal If you still wish to appeal to the tribunal, you should do so within two months of receiving this letter or one month from the date of a certificate being issued, whichever is the later. Information on how to appeal to the Special Educational Needs and Disability Tribunal can also be obtained from: HM Courts & Tribunals Service Special Educational Needs & Disability Tribunal 1st Floor Darlington Magistrates’ Court Parkgate Darlington DL1 1RU Tel: 01325 289 350 Advice on making SEND appeals to the Tribunal is available from: www.gov.uk/courts-tribunals/first-tier-tribunal-special-educational-needs-and-disability |
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Other useful information |
Transport Eligibility For further information in relation to travel assistance eligibility please visit: www.newcastle.gov.uk/services/schools-learning-and-childcare/special-educational-needs-andor-disabilities-send/special. The SEND Travel Support team can also be contacted on 0191 277 4646 |
