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EHCP Information for Educational Settings TEST
Information, guidance and additional documentation for education settings and proffessionals about EHC Plans and the Annual Review Process.
EHC Assessment Timeline
SEND Eligibility Criteria Downloads
Cognition and Learning Eligibility Criteria
The Special Educational Needs and Disability Code of Practice (Chapter 9.16) allows Local Authorities to develop criteria for deciding whether to undertake a statutory assessment for an EHC plan. The criteria are flexible, adaptable and not applied as a blanket policy. Whilst the criteria are used to support decision making, each case is considered individually. At all times the local authority applies the statutory tests as described in section 36(8) of the Children and Families Act 2014 to determine the appropriateness of a request for an EHC assessment of need.
| CL1 | Despite graduated school support, the pupil requires higher level specialist resourcing which is different from and additional to the SEN core offer, to access the full curriculum. |
| CL2 | Extreme difficulties in accessing the curriculum through reading and writing, despite the use of a range of alternative methods. |
| CL3 | It is likely that there will be evidence that external professionals such as advisory teachers, Educational Psychologists, have been involved in carrying out a comprehensive assessment of the pupil’s strengths and difficulties. They will have advised on the pupil’s plan. The impact of these strategies and interventions will have been evaluated over time (at least one term) and resulted in minimal progress. |
| CL4 | Telford and Wrekin adhere to the British Psychological Society’s definition of Dyslexia (1999):- ‘Dyslexia is evident when accurate and fluent word reading and/or spelling develops very incompletely or with great difficulty. This focuses on literacy at the word level and implies that the problem is severe and persistent despite appropriate learning opportunities.’ |
| CL5 | The pupil may have general learning difficulties and attainments that are recorded at the 1st percentiles or lower for a range of skills, using standardised assessment. |
| CL6 | The pupil’s rate of progress will be consistently low relative to their cognitive ability |
| Assessment, Planning and Review | |
| CL7 | It is likely that there will be evidence that the level of professional input such as advisory teachers, educational psychologists have been on a regular basis. |
| CL8 | It is likely that there has been a successive programme of advice from external agencies implemented over time |
| CL9 | Consideration has taken place whether it is appropriate to support the family and child’s needs through the CAF and TAC process. |
| Grouping for Teaching | |
| CL10 | It is likely that the pupil has to access considerable additional targeted teaching in small groups or individually for at least half the day. |
| CL11 | The extent of additional and different organisation required is in excess of what would normally be provided in school provision i.e. as specified within the Local Offer. |
| Curriculum and Teaching Methods | |
| CL12 | Access to higher levels of differentiation normally provided within SEN support |
| CL13 | Access to teaching of specific targeted skills using evidence based interventions such as Precision Teaching 1:1 daily, Toe by Toe, Beat Dyslexia small group 20 mins, 2x/week, Nessy-individual 20mins 3x/week. |
| Human Resources | |
| CL14 | SENCO or specialist teacher to provide appropriate set targets for individual. |
| CL15 | Access to evidence based teaching programmes for literacy, numeracy and general learning difficulties. |
Communication and Learning Eligibility Criteria
The Special Educational Needs and Disability Code of Practice (Chapter 9.16) allows Local Authorities to develop criteria for deciding whether to undertake a statutory assessment for an EHC plan. The criteria are flexible, adaptable and not applied as a blanket policy. Whilst the criteria are used to support decision making, each case is considered individually. At all times the local authority applies the statutory tests as described in section 36(8) of the Children and Families Act 2014 to determine the appropriateness of a request for an EHC assessment of need.
| CI1 | Despite graduated school support, the pupil requires higher level specialist resourcing which is different from and additional to the SEN core offer, to access the full curriculum. |
| SLCN | |
| CI2 | Receptive and expressive language skills within the 1st and 2nd percentiles indicating a severe language delay or disorder. |
| CI3 | Significant difficulties understanding others. |
| CI4 | Significant difficulties communicating their thoughts and ideas with others. |
| CI5 | Significant interaction difficulties as a result of their speech and language communication challenges. |
| Autistic Spectrum Disorder: ASD | |
| CI6 | High levels of social isolation which prevents the establishment of consistent relationships with peers and /or adults. |
| CI7 | Highly atypical behaviours such as obsessive, challenging or withdrawn to the extent that it prevents their inclusion in a well planned and supported curriculum. |
| CI8 | Consistently unable to adapt to changes in routines in well planned time tables including highly differentiated class/subject teaching. |
| CI9 | Significant difficulties with social interaction |
| CI10 | Presentation of high levels of anxiety associated with ASD that prevents access to curriculum and engagement with peers. |
| CI11 | Problems with language communication and imagination that impacts on engagement with peers and adult |
Supporting evidence will include
| Assessment, Planning and Review | |
| CI12 | Evidence that over time regular TACs have been held with the family/carers and external professionals (meetings between school and parents do not constitute a TAC but can be appended to next TAC). Action plans have been implemented and evaluated. |
| CI13 | It is likely that there will professional input such as SALT, Advisory Teachers; Educational Psychologists; social worker; CAMHS workers etc has been on a regular basis |
| C14 | It is likely that there has been a successive programme of advice in relation to communication and interaction /Autism from external agencies implemented over time. |
| CI15 | Systematic monitoring of students progress show that the interventions and provision is having a limited impact. |
| Grouping for Teaching | |
| CI16 | The school SEND offer is clear and accessible to all students parents/communities. |
| CI17 | The pupil has access to considerable additional targeted teaching in small groups or individually for the significant part of each day.. |
| CI18 | The extent of additional and different organisation required is in excess of what would normally be made from school provision through the graduated response i.e. is within the higher needs bracket above 15 hours support per week. |
| CI19 | Some pupils may have needs that are better met through more specialist provision such as SALTIS, advice from Outreach service, advisory teacher (ASD) service or educational psychology service |
| Curriculum and Teaching Methods | |
| CI20 | Curriculum access through the usual mainstream groupings may not be appropriate for most areas of the academic curriculum. |
| CI21 | Extensive individualised programmes will be required to support the pupil’s social and emotional, communication and sensory needs. |
| CI22 | This may involve the use of autism-specific teaching techniques or alternative communication methods supported by appropriate equipment and materials. This should include Autism Environment Audit. |
| CI23 | Teaching interventions will be part of a multidisciplinary approach e.g. SALT, OT. Programmes may include:- Language Steps, Language Land, Listen with Lucy, Teaching Talking, Secondary Talk, Build to Express, Social Stories. |
| Human Resources | |
| CI24 | There is strong evidence that there is a whole school approach to meeting the needs of the pupil with communication and interaction difficulties / Autism i.e. Autism policy; strategic aims; development of in-house provision; commitment to training in this area. |
| CI25 | The SENCo should lead on assessment, planning and evaluation in liaison with pastoral staff and external professionals. |
| CI26 | Teachers/TAs with additional qualifications in SEND and experience of working with pupils with social communication difficulties or Autism are likely to be involved in providing for the pupil. |
| CI27 | There is consistent active parent/carer involvement in programmes offered to support them and their child e.g. EarlyBird, EarlyBird Plus, Cygnets. |
| CI28 | Opportunities for parents to access parent support groups. e.g. PODs, STAR Group. |
Social Emotional and Mental Health Eligibility Criteria
The Special Educational Needs and Disability Code of Practice (Chapter 9.16) allows Local Authorities to develop criteria for deciding whether to undertake a statutory assessment for an EHC plan. The criteria are flexible, adaptable and not applied as a blanket policy. Whilst the criteria are used to support decision making, each case is considered individually. At all times the local authority applies the statutory tests as described in section 36(8) of the Children and Families Act 2014 to determine the appropriateness of a request for an EHC assessment of need.
| SEMH 1 | Despite graduated school support, the pupil requires higher level specialist resourcing which is different from and additional to the SEND core offer, to access the full curriculum. |
| SEMH 2 | The pupil will have very limited access to the curriculum due to the significant, challenging behaviours they present. |
| SEMH 3 | These behaviours may be associated with a mental health condition. |
| SEMH 4 | There will be evidence of extreme, complex emotional and behavioural difficulties of considerable duration and frequency in a variety of school situations, resulting in adverse consequences for pupil and severely affecting other pupils and adults in a detrimental way (e.g. unpredictable, bizarre, obsessive, violent, dangerous or severely disruptive behaviour). |
| SEMH 5 | Extreme complex emotional behaviour difficulties can also include severe self-harming and avoidance of social interaction. |
Supporting evidence will include
| Assessment, Planning and Review | |
| SEMH 6 | Evidence that over time regular TACs have been held with the family/carers and external professionals (meetings between school and parents do not constitute a TAC but can be appended to next TAC). Action plans have been implemented and evaluated. |
| SEMH 7 | Evidence that the family in which the child resides has received support from Early Help and Family Intervention Practitioners It is likely that there will be professional input such as Advisory Teachers; Educational Psychologists; Social workers; CAMHS workers etc has been on a regular basis. |
| SEMH 8 | There has been a successive programme of advice from external agencies implemented over time. |
| SEMH 9 | Systematic monitoring of students progress show that the interventions and provision is having a limited impact. |
| Grouping for Teaching | |
| SEMH 10 | The pupil has access to considerable additional targeted teaching in small groups or individually for the greater part of each day. |
| SEMH 11 | The extent of additional and different organisation required is in excess of what would normally be provided in school provision i.e. as specified within the Local Offer |
| SEMH 12 | Some pupils may have needs that are better met through more specialist provision either for a short term measure or long term placement. |
| Curriculum and Teaching Methods | |
| SEMH 13 | Additional activities and different activities will be required to retain the pupil’s application and interest in the curriculum. |
| SEMH 14 | Alternative programmes of study should be provided using or setting up facilities within the school or off site provision where appropriate. |
| SEMH 15 | Extended individualised programmes of study, behaviour and emotional support will be required to access the curriculum. Interventions and support may include circle of friends, SEAL materials, peer mentoring, counselling support, visual timetables, individual learning passports, Build to Express. |
| Human Resources | |
| SEMH 16 | The SENCo should lead on assessment, planning and evaluation in liaison with pastoral staff and external professional |
| SEMH 17 | Teachers/TAs with additional qualifications and/or experience of pupils with very significant emotional and behavioural difficulties are involved in providing for the pupil. |
| SEMH 18 | Multiagency direct involvement is in place for pupils with substantial support from visiting specialists. |
| SEMH 19 | There is strong evidence that there is a whole school approach to meeting the needs of the pupil with social, emotional and behavioural needs i.e. behaviour policy; strategic aims; development of in-house provision; commitment to training in this area. |
| SEMH 20 | There is consistent active parent/carer involvement in programmes offered to support them and their child i.e. Incredible years; Lets get Cooking; Why weight? |
Sensory and Physical Eligibility Criteria
The Special Educational Needs and Disability Code of Practice (Chapter 9.16) allows Local Authorities to develop criteria for deciding whether to undertake a statutory assessment for an EHC plan. The criteria are flexible, adaptable and not applied as a blanket policy. Whilst the criteria are used to support decision making, each case is considered individually. At all times the local authority applies the statutory tests as described in section 36(8) of the Children and Families Act 2014 to determine the appropriateness of a request for an EHC assessment of need.
| SP1 | Visual Impairment The pupil has a severe or profound visual impairment which impacts extremely upon behaviour and on individual learning/learning environment. |
| SP2 | Hearing Impairment Children and Young People who have a permanent bilateral sensori-neural hearing loss which has resulted in considerable Receptive and /or Expressive linguistic delay as evidenced by scores on standardised linguistic assessments. |
| SP3 | There will be evidence of long term curriculum access issues and there will be major training issues for staff supporting the pupil. |
| SP4 | CYP who, when assessed using NatSIP Criteria (National Sensory Impairment Partnership) require ongoing regular frequent support, of at least fortnightly frequency, from a Teacher of the Deaf. |
| SP5 | Without a high level of specialist SIS support, attainment levels are unlikely to reflect ability levels and will present a barrier to inclusion in local educational settings and progression to FE/HE/training/employment. |
| SP6 |
Physical Such pupils may have additional learning, communication or behaviour difficulties requiring specialist intervention. They may exhibit emotional/behavioural problems (withdrawal, disaffection, reluctance to attend). Rate of learning may be |
Supporting evidence will include:
| Assessment, Planning and Review | |
| SP7 | The LA undertakes identification, assessment and planning with a multi-professional focus and issues an Education, Health and Care Plan. |
| SP8 | The Education, Health and Care Plan will specify long-term outcomes and plans for provision. The Provision Map is drawn up from the long-term outcomes and should be reviewed at least three times a year |
| SP9 | A Qualified Teacher of the Visually Impaired (QTVI) assists school/setting by assessing functional vision, assessing need for Braille or large print; advising on equipment required, assessing the school/setting access facilities and planning for learning and physical adaptations. |
| SP10 | The Provision Map will include vision specific targets, delivery methods and evaluation techniques. |
| SP11 | There is clear evidence that the level of professional input from Advisory Teachers and other allied professions is at a high level and ongoing, at least fortnightly in frequency. |
| SP12 | There is clear evidence of the need for ongoing School/Teacher of the Deaf planning meetings to meet pupil need with at least annual video recording by Sensory Inclusion Service to plot longitudinal linguistic progress and development of the skills essential to access the curriculum. |
| SP13 | Provision is reviewed at least annually, with those involved in meeting the CYP’s needs. |
| SP14 | A decision is made at each Review as to whether the pupil continues to require a high level of intervention and is monitored by SEND officers annually. |
| SP15 | The Provision Map will include vision specific targets, delivery methods and evaluation techniques |
| SP16 | The Education, Health and Care plan will be reviewed at least annually with those involved in meeting the needs of the pupil contributing to the Review. A decision is made at each Review as to whether the pupil continues to require and Education, Health and Care plan. Or whether the needs of the pupil can be met at School Support Level. |
| SP17 | The LA monitors the outcome of the Review annually |
| SP18 | The LA undertakes identification, assessment and planning with a multi-professional focus and issues an Education, Health and Care Plan. |
| SP19 | The Education, Health and Care Plan will specify long-term goals and plans for provision. The IEP is drawn up from the long-term goals and should be reviewed not less than three times a year. |
| SP20 | A Qualified Teacher of the Visually Impaired (QTVI) assists school/setting by assessing functional vision, assessing need for Braille or large print; advising on equipment required, assessing the school/setting access facilities and planning for learning and physical adaptations |
| SP21 | The Provision Map will include vision specific targets, delivery methods and evaluation techniques. |
| SP22 | The Education, Health and Care Plan is reviewed annually with those involved in meeting the needs of the pupil contributing to the Annual Review. A decision is made at each Annual Review as to whether the pupil continues to require and Education, Health and Care Plan. Or whether the needs of the pupil can be met at School Support Level. |
| SP23 | The LA monitors the outcome of the Annual Review |
| Grouping for Teaching | |
| SP24 | The pupil has access to additional targeted teaching in group time or individually for part of each day . This may include:
|
| SP25 | Training in the use of specialist technological equipment. |
| SP26 | The pupil has access to considerable additional targeted teaching in small groups or individually for significant parts of the school day. |
| SP27 | The extent of additional and different organisation required is in excess of what would normally be provided in school provision i.e. is within the higher needs bracket above 15 hours support. |
| SP28 | Some pupils may have needs that are better met through more specialist provision either for a short term measure or long term placement. |
| SP29 | The Teacher of the Deaf liaises with the SENCo/ class teacher and/or subject teachers on issues such as
|
| SP30 | The pupil has access to additional targeted teaching in group time or individually for part of each day :
|
| Training in the use of specialist technological equipment. | |
| Curriculum and Teaching Methods | |
| SP31 | Individualised programmes may be required. This may involve the use of specialised equipment or teaching techniques or alternative access methods such as Braille (including tactile media), large print use, specialist low vision aids or auditory means. |
| SP32 | Joint planning by the key- worker/teacher and the Qualified Teacher of the Visually Impaired or therapist or school nurse to give time for preparation and adaptation of accessible materials. |
| SP33 | Adaptation of teaching methods e.g. encouraging greater verbalization during lesson delivery, enabling handling or close inspection of materials. |
| SP34 | Usual mainstream groupings may not be appropriate for some areas of the academic curriculum. Extensive individualised programmes may be required. |
| SP35 | This may involve the use of specialised teaching techniques or alternative access methods supported by appropriate equipment and materials. Intervention may include :Weekly hearing aid, radio aid checks and electro-acoustic testing of this equipment by the Teacher of the Deaf. |
| SP36 | Advisory and direct teaching support/pre- tutoring from Teacher of the Deaf. |
| SP37 | Subject specific issues addressed, advice and implementation on appropriate access arrangements for internal and external examinations. |
| SP38 | Individualised programmes may be required. This may involve the use of specialised teachingtechniques or alternative access methods such as Braille (including tactile media), large print use, specialist low vision aids or auditory means. |
| SP39 | Joint planning by the key- worker/teacher and the Qualified Teacher of the Visually Impaired to give time for preparation and adaptation of accessible materials. |
| SP40 | Adaptation of teaching methods e.g. encouraging greater verbalization during lesson delivery, enabling handling or close inspection of materials. |
| SP41 | Individualised programmes may be required. This may involve the use of specialised teaching techniques or alternative access methods such as Braille (including tactile media), large print use, specialist low vision aids or auditory means. |
| SP42 | Joint planning by the key- worker/teacher and the Qualified Teacher of the Visually Impaired to give time for preparation and adaptation of accessible materials. |
| SP43 | Adaptation of teaching methods e.g. encouraging greater verbalization during lesson delivery, enabling handling or close inspection of materials. |
| SP44 | |
| SP45 | |
| Human Resources | |
| SP46 | Where the LA maintains Education Health and Care plan, SEND officers will monitor this via the Review on an annual basis in partnership with parents/carers SIS or therapists and other relevant specialist agencies. |
| SP47 | Involvement of other SIS professionals as recommended by the QTVI. These may include specialist mobility input, ICT and low vision aid referrals. |
| SP48 | Ongoing direct support and advice from external specialists will be provided as specified in the Education Health and Care plan. |
| SP49 | It is recommended that school/setting staff attend SIS-VI Annual Course and also school/setting based INSET is delivered. |
| SP50 | The SENCo should lead on planning and evaluation in partnership with parents/carers, the Sensory Inclusion Service and other relevant specialist agencies. |
| SP51 | Substantial support from visiting Teacher of the Deaf (between 1 and 3 visits per week) to advise and support the school in meeting the CYP needs |
| SP52 | Additional TA support time will probably be required in many lessons. For some pupils with exceptional needs there may be a requirement for support in school situations outside the classroom. |
| SP53 | There is strong evidence that there is a whole school approach to meeting the needs of the pupil with hearing loss ( inclusion policy; strategic aims; development of in-house provision; commitment to training such as uptake of places offered on the Sensory Inclusion Service one day course and school based INSET) |
| SP54 | There is consistent active parent/carer involvement in programmes offered to support the family and CYP. |
| SP55 | Where the LA maintains Education Health and Care Plan, LA officers will monitor this via the Annual Review in partnership with parents/carers SIS and other relevant specialist agencies. |
| SP56 | Advisory and direct teaching support/pre-tutoring from a Qualified Teacher of the Visually Impaired (QTVI). |
| SP57 | Involvement of other SIS professionals as recommended by the QTVI. These may include specialist mobility input, ICT and low vision aid referrals. |
| SP58 | Ongoing direct support and advice from external specialists will be provided as specified in the Education Health and Care Plan. |
| SP59 | It is recommended that school/setting staff attend SIS-VI Annual Course and also school/setting based INSET is delivered. |
EHC Assessment Panel
EHC Needs Assessment Request Form and Guidance
EHC Needs Assessment Request Form and Guidance for Educational Settings
School / setting request for an EHC needs assessment FORM PDF
School / setting request for an EHC needs assessment FORM MS WORD DOCUMENT
Annual Review Guidance
Annual Review Templates
Annual Review template for live reviews up to and including Year 8
Annual Review template for live reviews Year 9+
Annual Review template (non-live paper based) up to and including Year 8