Introduction: EHCPs, the A-P-D-R cycle and the review process
Where a pupil is identified as having SEN, schools should take action to remove barriers to learning and put effective special educational provision in place. This SEN support should take the form of a four-part cycle through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and of what supportsthe pupil in making good progress and securing good outcomes. This is known as the graduated approach. It draws on more detailed approaches, more frequent review and more specialist expertise in successive cycles in order to match interventions to the SEN of children and young people. SEND Code of Practice 6.44
The information in this guidance is designed for those in educational settings who are responsible for reviewing an EHC plan. Any formal review meetings are part of a wider process of reviewing the EHC plan, rather than a meeting that happens in isolation. Ongoing reviews should happen throughout the school year and be part of the school’s Assess-Plan-Do-Review process. The plan itself is then formally reviewed, at least annually, through the Review process, which includes the review meeting.
Having an embedded Assess-Plan-Do-Review process for all children and young people with SEND, and including those with EHCP plans ensures, that the following happens throughout the year:
The impact and quality of the support and interventions can be evaluated, along with the views of the pupil and their parents. This should feed back into the analysis of the pupil’s needs. The class or subject teacher, working with the SENCO, should revise the support in light of the pupil’s progress and development, deciding on any changes to the support and outcomes in consultation with the parent and pupil.(Code of Practice 6.54).
Parents, Carers and Young People will have clear information about the impact of the support and interventions provided, enabling them to be involved in planning next steps, supporting Co-Production. (Code of Practice 6.55)
Schools can involve specialists at any point to advise them on effective support and interventions. The involvement of specialists and what is discussed or agreed should be recorded and shared. (Code of Practice 6.59). Schools may also use the Graduated Response Tool kit to support with this.
As well as ongoing Assess-Plan-Do-review against short term targets(at least termly), a review of an EHC Plan, including progress against long term outcomes, MUST take place at least annually for any child or young person. The education provider, other professionals and the local authority all play a part in this process.
In preparation for the formal review process:
Any advice and information, or a summary, from all stakeholders involved in supporting the child or young person, should be requested by the person coordinating the formal review meeting. This should be in advance of the meeting, so that it can be shared, and a discussion of it take place at the review meeting.
At the meeting, it is important to include the child’s views, as well as the adults, including parents.
Where possible, the child or young person should attend the review meeting.
There should be a review of the progress towards achieving the longer term outcome in the EHC Plan (Section E), including a discussion around the provision required (Sections F, G and H) to meet the individual needs (Sections B, C and D).
The review of the plan and the decision about whether to keep it the same, change it or cease it, is the responsibility of the local authority. The decision is based on information and advice about the child or young person’s progress. Evidence for this comes from the information gathered over time through the Assess-Plan-Do-Review process, discussed and summarized at the review meeting and recorded in the review meeting report. Therefore, any recommendations for changes to the EHC plan should to be clearly linked to and supported by evidence from stakeholders. Where it is agreed changes should be made, amendments to the plan will be proposed.
EHCP Review Process – flowchart
EHC plans should be used to actively monitor children and young people’s progress towards their outcomes and longer-term aspirations. They must be reviewed by the local authority as a minimum every 12 months. SEND code of Practice 9.166
This flowchart shows a suggested timeline for reviewing an EHCP. The timescales highlighted in bold are the statutory timescales set out in the Code of Practice 9.176. The other timescales would ensure good practice.
Schools: arrange the review
EHC plans should be used to actively monitor children and young people’s progress towards their outcomes and longer-term aspirations. They must be reviewed by the local authority as a minimum every 12 months. Reviews must focus on the child or young person’s progress towards achieving the outcomes specified in the EHC plan. The review must also consider whether these outcomes and supporting targets remain appropriate. SEND code of Practice 9.166
Relevant legislation: Section 44 of the Children and Families Act 2014 and Regulations 2, 18, 19, 20, and 21 of the SEND Regulations 2014
Here is guidance linked to Preparing for Adulthood, Yr9 reviews onwards.
The following must be invited
the child’s parents or young person
a representative of the school or other institution attended
a local authority SEN officer
a health service representative
must be invited and given at least two weeks’ notice of the date of the meeting. Other individuals relevant to the review should also be invited, including youth offending teams and job coaches where relevant – Code of Practice 9.176
You should also invite
teachers and teaching assistants
SEN advisory teams
Members of staff working with the child/ young person
A representative from the Secondary school or college if the child or young person is about to move setting
Teams who are responsible for outcomes in the plan, even if not currently involved
CSW Group for reviews for young people in Year 9 onwards
PFA team
Other individuals relevant to the review
Ensuring good practice
Invites should be sent at least 16 weeks prior to the meeting date.
What if a professional can’t attend?
They can provide an update on progress towards meeting outcomes and attach reports through the EHC Hub
If it is vital a certain professional attends the meeting, contact them directly to discuss before re-arranging.(please don’t send multiple dates)
LA Case Officers will only need to attend if there are significant changes needed to an EHC plan. Examples of these circumstances include a proposed change of placement or a complex Yr6 review where the outcomes of a plan may need amending to reflect the next phase of transition.
Representation from the Local Authority
It is important to invite the local authority as this notifies them that the EHC Review is proceeding. The Area Education Officer’s (AEO) monitor invites to reviews and consider circumstances where they are specifically requested to attend. However due to limited capacity, they can attend only a small number of the reviews to which they are invited.
An example of the types of reviews to which AEO’s can have a useful input are:
where there are concerns developing in a situation but the school or other professionals may be unsure about the next steps, the AEO may be help to help with another perspective.
They can also help where there may be difficulties with relationships. However. the meeting part of the review should still be led by the education setting and should seek to put supports in around the meeting internally if needed.
Input from AEO’s can also be provided through other communication methods such as email.
It is always important to prioritise the attendance or involvement of relevant education, health and/or care professionals (as appropriate) who are providing advice through the graduated approach over the attendance of the AEO. Updated advice or information will be required to support the Local Authority’s decision-making processes. When updated advice isn’t available this can directly impact on decision making for recommendations made from the review.
The school (or, for children and young people attending another institution, the local authority) must seek advice and information about the child or young person prior to the meeting from all parties invited, and send any advice and information gathered to all those invited at least two weeks before the meeting – Code of Practice 9.176
What views should professionals (including SENDCOS) provide?
The EHC Hub will prompt professionals for the following:
Professionals to comment on how they feel progress is being made towards the outcomes set out in the current EHC Plan.
What has been working well and is helping the child or young person to achieve each outcome
If there any recommendations being made for changes to outcome or provision.
If any additional referrals may be needed to support progress against outcomes or where needs may have changed.
If there are any additional short-termtargets needed to support the child or young person to achieve each outcome
If there are no outcomes for a service to review e.g. where a service has recently become involved, a report can be uploaded as a ‘supporting document’ within the Hub, this will then be available for discussion at the review meeting and form part of the evidence for the Review.
What views should parents, children and young people provide?
The EHC Hub will prompt parents, children and young people for the following:
Do they feel that progress is being made towards some or all the outcomes set out in the EHC Plan?
What do they feel is working well?
What they feel is not working well and would like to be different
To ensure good practice
Requests for views should be sent six weeks prior to the meeting
Views should be completed and shared two weeks prior to the meeting
The SENDCO should also ensure their views are shared as part of this process.
Schools: the meeting
The meeting must focus on the child or young person’s progress towards achieving the outcomes specified in the EHC plan, and on what changes might need to be made to the support provided to help them achieve those outcomes, or whether changes are needed to the outcomes themselves. Children, parents and young people should be supported to engage fully in the review meeting – Code of Practice 9.176
During the meeting
Using the advice contributions from all attendees and discussion at the meeting, consider the child or young person’s progress towards the outcomes and whether they are still appropriate.
Review any interim targets set by the early years provider, school or college or other education provider and discuss how these are informing short term targets and A-P-D-R.
Set new interim targets for the coming year and, if appropriate, discuss any recommendations against outcomes.
Take account of the views, feelings and wishes of the child, young person and parent, including their right to a personal budget.
For children and young people in Year 9 a discussion should take place about preparing for further education and/or adulthood.
Consider what provision is required to help the child or young person prepare for adulthood and independent living.
The meeting chair should ensure that the views on how the child or young person is currently progressing towards each outcome, as well as any recommendations for changes/ amendments to the EHC Plan are accurately recorded.
The meeting must focus on the child or young person’s progress towards achieving the outcomes specified in the EHC plan and on what changes might need to be made to support that is provided to help them achieve those outcomes, or whether changes are needed to the outcomes themselves.(Code of Practice 9.176).
Any documents or notes taken in meeting can be attached to the EHC Hub
The school (or, for children and young people attending another institution, the local authority) must prepare and send a report of the meeting to everyone invited within two weeks of the meeting. 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 institution’s recommendations and those of others attending the meeting – Code of Practice 9.176
Compiling the report
The report is a result of the discussions held at the review meeting and the views/ information provided ahead of that meeting.
Evidence to inform the report comes from the meeting and the school’s ongoing A=P=D-R process for that child or Young Person.
Each section of the report includes a view on how the child or young person is currently progressing towards each outcome, as well as any recommendations for changes/ amendments to the EHC Plan
The Local Authority will consider the contents of the report and any supporting documentation/ evidence and will publish their decision on whether the EHC Plan needs to be amended, ceased or maintained in its current form until the next EHC Preview.
To ensure good practice
The report should be complied and submitted as soon after the meeting as soon as possible
The report MUST be submitted within 2 weeks of the meeting taking place
The report should be shared with all those invited to the meeting within 2 weeks
(The hub will do this automatically for those using the hub. For those who are unable to access the hub the report can be downloaded and sent)
Local Authority: the decision
Within four weeks of the review meeting, the local authority must decide whether it proposes to keep the EHC plan as it is, amend the plan, or cease to maintain the plan, and notify the child’s parent or the young person and the school or other institution attended – Code of Practice 9.176
The Local Authority will decide to
Keep the current EHC Plan as it is
Amend the EHC Plan
Cease to maintain the EHC Plan
They will also include a brief reason for their decision.
Keep the current EHC Plan as it is
The plan will continue to be maintained and will be reviewed within 12 months of the review being concluded. Schools may receive new information around a child or young person through their APDR process which will not always lead to a plan being amended, particularly if this links to Universal Provision.
Amend the EHC Plan
If the plan needs to be amended, the local authority should start the process of amendment without delay – Code of Practice 9.176
An amended draft plan will be shared with parents and professionals involved and parents given at least 15 calendar days for the parent or young person to comment and make representations on the proposed changes.
Cease to maintain the EHC Plan
The Local Authority may decide to cease a plan if:
The review evidences that outcomes have been met
LA is no longer required to maintain plan as child/YP has moved out of area
Young person is moving to higher education or employment
The local authority must notify the child’s parent or the young person of their right to appeal that decision and the time limit for doing so, of the requirement for them to consider mediation should they wish to appeal, and the availability of information, advice and support, and disagreement resolution services. Code of Practice 9.206
Glossary of terms
Formal Review/ (Annual) Review: statutory obligations for the formal review of an EHCP, with all stakeholders, at least annually. This is the formal process of reviewing the EHCP plan, including provision and outcomes. This involves all stakeholders and summarizes the evidence gathered over time to demonstrate the implementation of the plan in meeting the needs of a child or young person.
The Review Process: part of a school’s Assess-Plan-Do-Review process. The setting of benchmarks and small steps targets linked to the longer term outcomes of an EHCP plan and then reviewed regularly. These should be captured in a personalised document such as an IEP / Pupil Passport / Individual plan.
Long term outcomes: linked to the EHCP plan, over time, over a phase. Interim targets: these break outcomes into smaller ‘chunks’, benchmarks or priorities perhaps linked to mapping the journey to an outcomes across year groups.
Short term targets: To be reviewed at regular meetings(at least termly). These are linked to and inform the school’s APDR process and should be regularly discussed across the year with all stakeholders. The setting of these targets should also involve Co-Production.
Phase transfer: Anyone in an Infant school who needs to transfer to Junior (Yr2/3),Yr5 summer term and Yr11 autumn term to meet Feb and March deadlines.
Interim / emergency review: There is no reference within the CoP to an emergency or interim review. The formal review process should be held within 12 months of a plan being issued(there is no longer the term ‘annual’). If the school’s APDR cycle is identifying concern, the review may be brought forwards.
Examples of when the review might be held outside normal timescales:
Key questions to consider if an early review may be required:
Moving area/changing schools
Parent wish for EHE
At risk of Exclusion
Phase transfers
What has changed?
What evidence is there to suggest an early review is needed?
How is this supported by other professionals who might be working with the child and family?
Have you tried other things through your APDR cycle and use of short term targets?
Should there be a review of the outcomes rather than a change of other elements of the plan?
Have conversations involved the child, young person and family through the school’s APDR cycle and what are their views?
APDR: the school’s Assess-Plan-Do-Review cycle where short term targets are set and reviewed regularly. This should involve the child, young person and parent.
Co-Production: joint working, across all stakeholders, including families and young People.
