Every year, thousands of parents walk into an Education, Health and Care Plan (EHCP) annual review hoping it will lead to better support for their child. Some leave reassured. Others leave wondering whether anything actually changed.
The difference isn’t how much you know about SEND law, it’s understanding what the meeting is really there to do. I’ve spent more than 10 years working in SEND, across mainstream schools, a local authority, and specialist education, and have sat in hundreds of review meetings from different perspectives. The parents who leave feeling most confident aren’t always the ones who know the law inside out, they’re the ones who understand the purpose of the meeting. Here’s what I wish every parent knew before walking into one.
Preparing for an annual EHCP review: it isn’t just about looking back
A common misconception is that an annual review is simply a chance to talk about the last twelve months. Reviewing progress matters, but that’s only half the purpose. The real question is whether the EHCP is still the right plan: are outcomes still appropriate, is provision meeting needs, has anything changed? The meeting shouldn’t just explain the past, it should shape the year ahead.
Preparing for an annual EHCP review: make sure the document is checked section by section
This surprises a lot of parents: many annual reviews don’t actually go through the EHCP document at all. The meeting becomes a general conversation about what’s going well and what isn’t, while the plan sits closed on the table. The review is supposed to check the plan section by section, not replace it with an informal chat.
Two sections suffer most. Section C, health needs, and Section G, health provision, are often reduced to a list of diagnoses that hasn’t been touched in years, because nobody updates them and nobody discusses them. If your child has seen a paediatrician, an occupational therapist, CAMHS, a speech and language therapist, or any other professional since the last review, that information belongs in the plan. Parents carry the most current picture of their child’s health, because they’re the ones sitting in those waiting rooms. Bring letters, summaries, or even just dates and outcomes of appointments, and ask whether Section C accurately reflects them.
Section D, social care needs, is often overlooked for a different reason. If your child isn’t open to social care, people assume there’s nothing to record. But Section D should also capture how your child’s needs affect life beyond school: can they manage a birthday party, a bus journey, a trip to the shops? Does their world become smaller because everyday activities feel overwhelming? Those experiences matter, and they belong in the plan too.
Don’t forget to compare Section B, your child’s special educational needs, with Section F, the educational provision. Every need in Section B should have provision in Section F explaining how it will be met. If it doesn’t, that’s worth raising during the review. The EHCP should tell the whole story, not just the school story.
Preparing for an annual EHCP review: be specific in your outcomes
Parents know their child better than anyone else, but knowing something and demonstrating it are different things. Schools and local authorities work from evidence: emails raising concerns, appointment notes, examples of work, observations from home, your child’s own views. The more specific you are, the easier it is for everyone to understand what’s working and why changes may be needed.
This matters most with outcomes. “Will make progress in communication” sounds encouraging, but how will anyone know if it’s been achieved? A stronger outcome says what progress looks like and how it will be measured. Don’t be afraid to ask: “How will we know if this has been achieved?”
Preparing for an annual EHCP review: your child’s voice matters
Children should have a meaningful opportunity to contribute to their review, not necessarily by sitting in a room full of adults. A conversation with a trusted staff member, drawings, a one-page profile, or simply sharing what they enjoy and what they’d like to change all work. Section A should reflect your child’s own voice, not an adult’s interpretation of it.
Don’t wait until there’s a crisis
One pattern I’ve noticed is that parents often become most involved when things have already gone wrong. If school seems to be going well, it’s easy to think there’s very little to discuss. But annual reviews aren’t only for crises. They’re an opportunity to check whether the current provision continues to meet your child’s needs before difficulties become bigger problems.
Sometimes children appear to be coping while working incredibly hard to hold everything together, masking the strain until it surfaces somewhere else, often at home, often later than anyone would like. The review gives everyone a chance to notice those changes early and plan accordingly, rather than scrambling to catch up once things have already broken down. Waiting for a crisis to get involved means losing the one moment in the year built specifically to prevent one.
It’s okay to disagree
Annual reviews aren’t meant to end with everyone agreeing. If a proposed amendment doesn’t reflect your child’s needs, say so, stay calm, explain your reasons, and follow up with a short email; a written record avoids misunderstandings later.
If a review concludes with no amendment despite clear evidence something needs to change, you still have options: request mediation, or, where appropriate, appeal to the SEND Tribunal. The system recognises decisions won’t always be right first time, and using these routes isn’t about conflict, it’s about making sure your child’s needs are properly considered.
Three things I wish every parent did before an annual ECHP review:
- Read the current EHCP from start to finish.
- Write down the three most important changes you want to discuss.
- Bring any new evidence that helps explain your child’s current needs.
An EHCP annual review shouldn’t simply record the last year, it should help shape the next one. You don’t need to know every piece of SEND legislation to advocate effectively for your child. You just need to understand what the meeting is designed to achieve, bring the evidence only you have, and ask the questions that keep the plan focused on your child’s needs.
Every annual review is a chance to pause, reflect and plan ahead.
Make sure you use it.
About the Author
Jurgita Januleviciute is a SEND and SEMH specialist with over 10 years’ experience supporting children, families and professionals. She is passionate about making SEND information practical, accessible and evidence-informed, helping to bridge the gap between home and school. Through her work, she shares strategies, resources and insights to help children feel understood and supported.
Find more resources at https://linktr.ee/sendsemhspecialist or follow @sendsemhspecialist on Instagram.