Top Ten Phrases and Words you don’t Want in your EHCP and Why: EHCP Section F Wording

In this blog post, we will discuss how to effectively communicate your child's needs in their Education, Health and Care Plan (EHCP). We will provide examples and suggestions on how to make your EHCP wording more specific, clear, and actionable, as well as highlight the importance of using professional reports to support your child's needs. By the end of this post, you will better understand how to advocate for your child and ensure that their EHCP accurately reflects their needs.

Ask your LA to make the changes when you respond to your draft.

And remember, LAs often apply policy rather than law, but you can appeal if they do not make the changes you want.

1. 'The setting will' – so who in the setting will be responsible?

The setting is an educational placement, not an individual. This type of wording must state the professional job title of the responsible adult—for example, SENDCo.

Example:

The setting will support the child in the playground at play and lunchtime.

Change to: 

A Teaching Assistant will support the child in the playground at play and lunchtime.

2. 'Subject to review' – review by whom?

Provide the job title and professional qualifications of the responsible adult. Remember that provision can be reviewed for success and effectiveness. Still, the provision cannot be withdrawn without an Annual Review, which gives the right to appeal.

Example:

Freddie will receive Zones of Regulation delivered by a Teaching Assistant, weekly for 1 hour, subject to review.

Change to: 

Freddie will receive Zones of Regulation delivered by a Teaching Assistant, weekly for 1 hour. This will be reviewed by the SENDCo every 6 weeks and adapted as a result of the review.

3. 'Adults', or/and in addition to 'School staff' or 'staff'

The term "adults", or even "trusted adults", is vague—because all adults in schools are naturally expected to be trusted. This should instead be phrased as "<job title> the child has a trusted relationship with." The job title must be specified, otherwise the EHCP could imply support from any adult in school, including volunteers.

Example:

Staff will support Claire during all unstructured activities to support communication with her hearing friends.

Change to: 

A Teaching Assistant will support Claire during all unstructured activities to support communication with her hearing friends.

4. 'Should' is often seen alongside 'may.'

These are permissive, not directive. Replace with "will" to ensure the provision is binding.

Example:

Noam should have coloured overlays available in all literacy sessions and whenever needing to read.

Change to: 

Noam will have coloured overlays available in all literacy sessions and whenever needing to read.

5. 'Would benefit from'

Everyone "would benefit" from something—this doesn't guarantee it will happen. Replace with "will receive."

Example:

Caitlyn would benefit from 1:1 support throughout the whole school day.

Change to: 

Caitlyn will receive 1:1 support throughout the whole school day.

6. 'An intervention' – such as?

This must specify the named, needs-appropriate programme.

Example:

Takuma will receive an intervention for emotional regulation each week, for 20 minutes in a group of no more than 4.

Change to: 

Takuma will receive [please name specific intervention] for emotional regulation each week, for 20 minutes in a group of no more than 4.

7. 'Other relevant professionals'

Who are they, and who is responsible for referring or involving them?

Example:

Advice will be sought and implemented from other relevant professionals.

Change to: 

Advice will be sought and implemented from a qualified [name of professional identified in reports].

8. 'Opportunities'

Vague and non-committal. What kind of opportunities? Who is responsible for them being implemented?

Example:

A Teaching Assistant will provide opportunities for Jake to read daily for a minimum of 5 minutes daily, on a 1:1 basis.

Change to:

 A Teaching Assistant will read with Jake daily for a minimum of 5 minutes daily, on a 1:1 basis.

9. 'As and when required'

By whom? Based on what judgment? Specify the minimum.

Example:

Esme will be provided with a laptop as and when required.

Change to: 

Esme will be provided with a laptop for all written tasks throughout the school day.

10. 'Access to 1:1'

All children in school technically have access to 1:1 at times. If your child requires consistent or ongoing 1:1, this must be supported by clear professional reports with details of the adult-to-child ratio.

Remember:

By law, Sections B and F (as well as health and social care sections) can only include content based on professional reports. Parental views, wishes, and requests are included only in Section A.

So where do I go from here?

If you require additional support, find out how Empowering Families of Children with SEND can help you here. 

If you have any questions, come and find us on our Facebook Group, we are always available to provide professional support there. 

Our YouTube channel has over 125 support videos. 

For more information about how Empowering Families can help you, email admin@empoweringSENDfamilies.co.uk  

And book a meeting with us here. 

We are, and always will be, Stronger Together. 

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