In short
- This is a made-up example to show what good looks like. Every child’s plan should be written about them.
- A good plan describes needs in detail, links each need to specific support, and names who gives it and how often.
- Use it as a checklist when you read your child’s draft.
A good EHCP describes your child’s needs in detail, links each need to specific support, and says who gives the support, how often and for how long. Our example is made up, to show what good looks like.
About this example. Alex is a made-up 8-year-old in Year 4 at a mainstream primary school. Alex is autistic and has speech and language needs. The example is shortened to show the key parts.
Section A: Alex’s views and our views
Alex loves trains, drawing maps and swimming. Alex finds the dinner hall too loud and gets upset when plans change without warning. Alex says: “I like it when I know what is next.”
Our hope as parents is that Alex feels safe at school, has one good friend and learns to read with confidence.
What makes this good
- It uses Alex’s own words.
- It says what helps, not only what is hard.
Section B: special educational needs
Communication and interaction. Alex has a diagnosis of autism. Alex’s language understanding is about two years below age level (speech and language therapy report, March). Alex understands short, literal instructions but loses track of instructions with more than two parts.
Social, emotional and mental health. Alex becomes very anxious with unexpected change, noise and crowds. This happens about three times a week, usually at lunch or when routines change.
What makes this good
- Each need is described with evidence and how often it happens.
- It is specific to Alex, not a list of general autism traits.
Section E: outcomes
By the end of Year 5, Alex will follow two-part instructions in class without adult help on 4 out of 5 occasions.
By the end of Year 5, Alex will use a calm-down plan to manage a change of routine, with less than one incident a week.
Section F: special educational provision
| Need | Support | Who | How often |
|---|---|---|---|
| Understanding language | Direct speech and language therapy, one to one | Qualified speech and language therapist | 45 minutes every week in term time |
| Understanding language | Therapy programme set by the therapist, practised one to one | Teaching assistant trained by the therapist | 15 minutes daily |
| Anxiety with change | Visual timetable, with changes shown at the start of each day | Class teacher | Daily |
| Anxiety at lunch | Quiet place to eat with a small group of up to 4 children | Lunchtime supervisor known to Alex | Daily |
What makes this good
- Each need in B has matching support in F.
- It says who, what, how often and for how long.
- There are no vague words like “access to” or “as appropriate”.
Section I: placement
Hillside Primary School (a mainstream school), as requested by Alex’s parents.
How to use this example
- Put your child’s draft next to this example.
- Check each need in Section B has support in Section F.
- Underline any vague words and ask for them to be changed.
- Read our guide to checking your draft EHCP before you send your comments.
Questions parents ask
Is there a standard EHCP template?
Every plan must have sections A to K, but each council uses its own layout.
What is the most common problem in EHCPs?
Vague wording in Section F, such as “access to” or “as appropriate”. It can’t be enforced, so ask for it to be made specific.
How should I use this example?
As a checklist. Compare each section of your child’s draft with the example and note anything missing or vague.
