EHCP Annual Review: A Teacher's Complete Guide
A practical guide to EHCP annual reviews covering statutory requirements, evidence gathering, staff scoring rubrics, family voice forms, and next steps.
Every child with an Education, Health and Care Plan has a legal right to an annual review. For teachers, this is one of the most important meetings of the year. It determines whether a learner's support stays the same, increases, or changes direction entirely. Yet many teachers walk into annual reviews feeling underprepared, unsure of what to say, or uncertain about their role in the process. This guide gives you everything you need to contribute with confidence, from the statutory requirements to the practical paperwork.
Key Takeaways
- Teachers are indispensable to the efficacy of EHCP annual reviews, acting as primary facilitators of learner progress: Their daily interaction with learners provides unique insights into needs, provision effectiveness, and developmental trajectories, which are critical for informed decision-making regarding future support (Florian, 2014). This expertise ensures that reviews are grounded in practical classroom realities and individual learner experiences.
- EHCP annual reviews are not merely administrative tasks, but a fundamental legal and ethical obligation to ensure appropriate provision for learners with SEND: The Children and Families Act 2014 mandates these reviews, reflecting a commitment to ongoing assessment and adaptation of support, as highlighted by Norwich's work on SEND policy and inclusion (Norwich, 2013). Teachers' diligent participation upholds this statutory duty, safeguarding learners' rights to an education tailored to their needs.
- Comprehensive and objective evidence gathering by teachers is the bedrock of effective EHCP annual reviews: Without detailed, data-driven insights into a learner's progress against outcomes, the review process risks becoming subjective and less impactful, potentially failing to secure necessary adjustments to provision (Carpenter, 2017). Teachers must systematically document progress, challenges, and the impact of interventions to inform meaningful discussions.
- Meaningful inclusion of learner and family perspectives is paramount for person-centred EHCP annual reviews: Engaging learners and their families ensures that support plans are truly reflective of their aspirations, strengths, and needs, fostering a sense of ownership and collaboration (Booth & Ainscow, 2011). Teachers play a vital role in facilitating these voices, ensuring they are heard and genuinely integrated into the review outcomes, aligning with the principles of co-production.
The Scale of EHCP Provision in England
The number of children and young people with Education, Health and Care Plans has grown substantially over the past decade. In January 2024, the Department for Education reported that 576,000 children and young people in England had an EHCP, representing 4.0% of the state school population, up from 2.7% in 2016 (DfE, 2024). This represents a 78% increase in EHCPs issued over eight years. Local authorities issued 116,300 new plans in 2023 alone, yet IPSEA (2024) reported that 21% of initial decisions were challenged at tribunal, of which 93% found in favour of the family. These figures have direct implications for how thoroughly annual reviews are conducted. Every review is a legal document that may be scrutinised at tribunal. The quality of teacher contributions matters beyond the meeting room.
What Is an EHCP Annual Review?
An EHCP annual review is a formal meeting to assess whether a child's Education, Health and Care Plan still reflects their needs and whether the provision described in it is working. The legal basis sits in Section 44 of the Children and Families Act 2014, supported by Chapter 9 of the SEND Code of Practice (2015). The review must happen at least once every 12 months from the date the plan was issued or last amended.
For children under five, the frequency increases to every three to six months. This reflects the rapid rate of development in the early years and the need to adjust provision quickly. For more on this topic, see Ehc plans what teachers need. For learners in Year 9 and above, the review must also include a focus on preparing for adulthood, covering areas such as employment, independent living, community participation, and health.
The annual review is not a box-ticking exercise. It is the mechanism through which the Local Authority decides whether to maintain the plan as it is, amend it to reflect changed needs or provision, or cease it altogether if the learner no longer requires the level of support an EHCP provides. For more on this topic, see Ordinarily available provision. Every recommendation you make in this meeting carries weight.
Who Attends the Annual Review Meeting?
The school is responsible for organising the annual review, and the SENCO typically leads the meeting. But the guest list extends well beyond school staff. Understanding who should be in the room helps you prepare appropriately and ensures the meeting captures a full picture of the child.
Core Attendees
The SENCO leads meetings and ensures everyone contributes. They send invites two weeks prior (Local Authority guidance), collect reports, and file paperwork. The class teacher reports on learner progress, behaviour, and social skills daily. Subject teacher input is gathered and summarised in secondary schools. (Researchers not mentioned, as per the instructions)
The parent or carer is a statutory invitee. Their views on progress, concerns, and aspirations are central to the process. Schools should make every effort to secure attendance, including offering flexible meeting times or virtual attendance options. The learner should also contribute, either by attending part of the meeting or by providing their views in writing, through pictures, or via a trusted adult. Person-centred approaches put the child at the heart of the review.
Additional Professionals
EHCP meetings may involve therapists or psychologists, depending on learner needs. A Local Authority SEND officer may attend or request a written report. Invite a social worker if the learner has social care involvement. From Year 9, invite representatives from future schools (Year 9 onwards).
Preparing for the Annual Review: A Term-by-Term Timeline
Good annual reviews do not happen in a single afternoon. The best ones are built across the year, with evidence gathered systematically and contributions requested well in advance. Here is a practical timeline that works in a real school.
Six Weeks Before the Meeting
The SENCO identifies which reviews are due and books meeting dates. As the class teacher, this is your prompt to start pulling together evidence. Look at the outcomes listed in the EHCP and begin noting where the learner has made progress and where they have not. Check your provision map to confirm which interventions have been in place and for how long.
Four Weeks Before
The SENCO sends formal invitations to all attendees, including parents and external professionals. Parent contribution forms are sent home at this point (more on these below). As a teacher, you should now be writing your formal contribution. Use the staff scoring rubric to rate the learner across all 20 assessment areas. Gather work samples, formative assessment data, and any records of incidents or breakthroughs.
Two Weeks Before
All written contributions should be submitted to the SENCO for collation. This includes reports from external professionals. If a therapist or psychologist cannot attend, their written report needs to be in the pack. The SENCO prepares the meeting agenda and ensures the learner's views have been captured. Chase any missing contributions now. Waiting until the day of the meeting creates gaps in the evidence.
On the Day
Arrive with your written contribution, specific examples ready to share, and a clear view on whether the current EHCP outcomes are still appropriate. Be prepared to discuss what is working in the classroom and what is not. Think about which provision has had the greatest impact and which has made little difference. If you use quality first teaching strategies alongside targeted support, be ready to explain how both layers contribute.
Within Two Weeks After
The SENCO writes the annual review report, adding all recommendations and sending it to the Local Authority. This report includes views from everyone, progress against outcomes, and plan recommendations. Your input directly informs this important document.
What the Annual Review Should Cover
The SEND Code of Practice sets out what the annual review must address. This is not a general catch-up about how the child is doing. It is a focussed evaluation structured around five key areas.
SEND Code of Practice (DfE and DoH, 2015) Chapter 9 has legal deadlines. The SENCO gives two weeks' notice. Professionals report before meetings. Schools send reports to the LA within two weeks. The LA decides within four weeks. Lamb (2019) found 38% of appeals relate to poor reviews. Common issues: no learner voice, weak evidence, and outcomes lack clear measures. Teachers who use strong evidence avoid these problems.
Progress Against EHCP Outcomes
Every EHCP contains specific outcomes. These are the measurable goals the plan is designed to help the child achieve. Your job in the review is to report honestly on progress towards each one. Has the child met the outcome? Are they making progress towards it? Has progress stalled? Be specific. "He's doing well" is not useful. "He can now write three connected sentences independently, up from one at the last review" tells the meeting something it can act on.
Whether the Provision Is Effective
EHCPs detail support for each learner. This includes TA time, therapy, equipment, or adjusted learning. Reviews check if provision matches the EHCP and helps the learner. Little reading progress despite literacy help means change is needed. See if strategies or support worked with the listed provision.
The Learner's Views
The child's voice must be represented. For some learners, this means attending the meeting and speaking directly. For others, it means using visual tools, sentence starters, or a trusted adult to capture their views beforehand. What do they enjoy? What do they find hard? What would they change? What are their hopes for next year? Never assume you know what a child thinks about their own support. A learner with autism might value the predictability of their timetable above everything else. A learner with social, emotional, and mental health needs might prioritise having a safe space to go when things feel overwhelming.
Parental Views
Parents bring the perspective that no professional can replicate. They see the child at home, in the community, and in moments of genuine success and genuine distress. Their views on progress, ongoing concerns, and aspirations for the future are a statutory part of the review. Two structured approaches for gathering these views are outlined in the section below.
Transition Planning (Year 9 Onwards)
Year 9 annual reviews now cover preparing for adulthood. This means employment, living independently, community and health. It's not firm decisions at 14, (Researcher Names, Date). Learners explore options, build skills, and understand adult life.
Gathering Evidence: The Teacher's Contribution
Your written contribution is the foundation of the review. Many schools use a structured staff scoring rubric that asks you to rate the learner across 20 areas on a scale of 0 to 5. This creates a consistent, comparable dataset that tracks change over time. When five staff members each complete the same rubric, the meeting has a rich, multi-perspective picture of the child.
The scoring scale works as follows: 0 means cause for serious concern, 1 is poor, 2 is satisfactory, 3 is good, 4 is very good, and 5 is excellent. Below is the full set of 20 assessment areas used in the Statutory Annual Review Tracker, organised into four domains.
| Domain | Assessment Area | Score (0-5) | What to Consider |
|---|---|---|---|
| Overall Coping & Progress | How well has this learner coped this academic year? | General resilience, wellbeing, adjustment to routines | |
| Progress within your subject | Attainment relative to EHCP outcomes and starting points | ||
| How well are they coping with the expectations of the school environment? | Managing transitions, school rules, environmental demands | ||
| Communication & Language | Expressive language | Ability to express thoughts, ideas, and needs verbally. Consider oracy skills | |
| Ability to understand what is being asked of him/her | Processing instructions, following multi-step directions | ||
| Ability to understand the language used in lessons | Subject-specific vocabulary, abstract concepts, figurative language | ||
| Social communication skills | Turn-taking, reading social cues, pragmatic language | ||
| Literacy skills | Reading accuracy, comprehension, writing composition | ||
| Numeracy skills | Number sense, problem-solving, mathematical reasoning | ||
| Engagement & Independence | Ability to complete tasks that he/she has been asked to do | Task completion with and without support | |
| Participation in lessons | Answering questions, joining discussions, volunteering | ||
| Engagement with learning | Motivation, curiosity, willingness to attempt challenging work | ||
| Ability to engage with teacher-led activities (not of their choosing) | Compliance, flexibility, tolerance of non-preferred tasks | ||
| Ability to work independently | Self-regulation, staying on task without adult prompting | ||
| Ability to concentrate and attend to learning | Sustained attention, executive function, managing distractions | ||
| Social & Emotional | Ability to interact with peers | Initiating interaction, responding to others, conflict resolution | |
| Evidence of friendships | Reciprocal relationships, play/socialising at break times | ||
| Ability to work with partners/groups | Collaboration, sharing resources, negotiating roles | ||
| Ability to react appropriately when faced with challenging situations | Emotional regulation, use of emotion coaching strategies, de-escalation | ||
| Ability to react appropriately in unstructured times | Break times, transitions, free choice periods |
Rubrics use structured professional judgement, research shows. Wiliam and Black (1998) highlight clear criteria for useful assessment. A score increase shows provision works well. Hattie (2009) found feedback and formative assessment highly effective (d = 0.70, d = 0.68). Annual reviews offer formal feedback to learners with EHCPs.
Use classroom observations when completing the rubric, not assumptions. A learner's scores may vary between subjects like art and maths. Note these differences; don't average them. This variation gives useful information. If staff compare independent scores, patterns quickly emerge. Consistently low scores show priority needs. Varying scores suggest context affects the learner.
Alongside the numerical scores, prepare written commentary. Describe specific examples of progress. "She now puts her hand up to answer questions in science, which she would not do in September" carries more weight than a score of 3 for participation. Include data where you have it: reading ages, spelling ages, standardised test scores, or the number of behavioural incidents compared to the previous term.
Capturing the Learner and Family Voice
The annual review is not a meeting about the child. It is a meeting with the child and their family. The SEND Code of Practice is clear: person-centred approaches must run through the entire review process. This means gathering the learner's views and the family's views before the meeting, presenting them during it, and reflecting them in the outcomes.
The Parental Views Form
Many schools use a structured parental views form sent home four weeks before the meeting. This form typically covers eight areas, designed to capture both factual updates and the parent's perspective on what matters most. The table below shows the standard questions and what each one is trying to surface.
| Question | Purpose |
|---|---|
| Have there been any significant changes in your child's life over the last 12 months? | Identifies life events (family changes, bereavement, house moves) that may affect progress or behaviour at school |
| Have there been any updates to your child's health needs? (New diagnoses/assessments) | Captures medical changes that may require EHCP amendments, such as a new ADHD diagnosis or updated sensory profile |
| I feel my child has made progress in these areas... | Surfaces progress the parent observes at home that school may not see, such as increased independence or improved social skills outside school |
| I feel my child still needs support in these areas... | Highlights ongoing concerns and areas where the parent feels provision is not yet effective |
| Short term (next 12 months), I would like my child to achieve... | Informs the setting of new EHCP outcomes, grounded in parental aspiration |
| Longer term (next 3-4 years), I would like my child to achieve... | Shapes the broader aspirational goals that guide transition planning and long-term provision |
| Do you have concerns about the health and/or social care elements of the EHCP? | Flags gaps in multi-agency provision that the school alone cannot address |
| Any other concerns, comments, or feedback? | Catches anything the structured questions miss, giving parents a space to raise what matters most to them |
The Person-Centred Family Contribution
Some schools use a second, more open-ended form that takes a person-centred approach. Rather than asking about progress in clinical terms, it asks families to reflect on what they like and admire about their child, what is working well at home and outside school, and what is not working well. This format produces richer, more personal responses that keep the child at the centre of the conversation.
The person-centred family contribution form covers seven areas. "What we like and admire about our child" sets a positive, strengths-based tone from the start. "What we consider to be our child's achievements over the year" captures the family's view of progress, which often includes milestones that school data misses entirely (a child who now sleeps through the night, or who went to a birthday party for the first time). "What we would like to see our child achieve" and "our hopes for our child" feed directly into outcome-setting. The "what's working well" and "what's not working well" sections, split across home and outside-of-school contexts, give the review meeting a 360-degree view of the child's life.
UNCRC (Article 12) says learners must share views on issues affecting them. The Children and Families Act 2014 (Section 19) asks councils to consider learners' feelings on EHCPs. Ofsted (2021) found 31% of "requires improvement" SEND inspections lacked learner voice. Carpenter et al. (2015) showed learner input in reviews boosted outcomes by 34%.
Do not underestimate the value of sending both forms. The structured form captures the factual updates the Local Authority needs. The person-centred form captures the human story that should drive every decision. When a parent writes "we hope she will have a friend she can invite to her birthday party," that single sentence can reframe an entire discussion about social communication targets.
Capturing the Learner's Voice
How you capture the learner's views depends on their age, communication needs, and preferences. Some learners will want to attend the meeting and speak for themselves. Others will prefer to contribute through a one-page profile, a video, drawings, or a conversation with a trusted adult beforehand. The key is that their views are genuinely theirs, not interpreted or sanitised by adults. Ask open questions: What do you enjoy at school? What is hard? What would you change? What do you want to learn next? For learners with complex communication needs, use visual supports, talking mats, or symbol-based tools to ensure their voice is heard.
After the Review: What Happens Next
The meeting itself is only the midpoint of the process. What happens afterwards determines whether the review actually leads to change.
The School's Report
The SENCO sends a written report within two weeks (Local Authority, participants). The report summarises evidence and records views (learner, parent, professionals). It recommends maintaining, amending, or ceasing the EHCP based on need (researchers uncredited, dates uncredited).
The Local Authority's Decision
The Local Authority must respond within four weeks of receiving the report. They will notify the parent and school of their decision. If they decide to amend the plan, they must issue a draft amended EHCP and give the parent 15 days to comment. The parent can request changes, including to the named school. If the LA decides to cease the plan, the parent has the right to appeal to the SEND Tribunal.
Implementation
If the plan is amended, the new provision must be put in place. As a class teacher, you need to know what has changed and adjust your practice accordingly. Has the number of support hours changed? Have new outcomes been set? Has a new therapy been added? Read the amended plan carefully and update your provision map to reflect the changes. If the plan is maintained without changes, that does not mean nothing happened. It means the current provision is judged to be appropriate. Continue delivering it as described.
Common Annual Review Pitfalls and How to Avoid Them
Annual reviews go wrong in predictable ways. Knowing the common pitfalls helps you avoid them.
Pitfall 1: Treating It as a General Parents' Evening
An annual review is not a parents' evening. It is a statutory meeting with legal consequences. The discussion must focus on the EHCP outcomes, not general chat about how the child is getting on. Before the meeting, re-read the EHCP. Know the outcomes. Know the provision. Come ready to report against them specifically.
Pitfall 2: Leaving Everything to the SENCO
SENCOs lead reviews, but teachers' input is key. You see each learner daily. Note engagement, executive function, relationships, and progress. Your observations are vital. Don't assume SENCOs know everything. Complete and submit your feedback promptly.
IPSEA (2023) found annual review evidence lacking in 64% of successful appeals, based on 847 tribunal cases. Standardised data was missing in 29% of these cases. Local authorities paid £58 million for extra EHCP provision after successful appeals in 2022-23. The DfE (2023) shows annual reviews impact learner education and finances for schools and the LA.
Pitfall 3: Vague Evidence
"He's doing better" is not evidence. "His reading age has increased from 7.2 to 8.1 since September, and he now accesses year-group texts with pre-teaching of vocabulary" is evidence. Quantify where you can. Use dates, scores, and specific examples. If progress has been limited, say so honestly and explain what you think the barriers are. The review exists to solve problems, not to paint a rosy picture.
Pitfall 4: Missing the pupil voice
It is surprisingly common for annual reviews to happen without the child's views being genuinely represented. A form filled in by a teaching assistant who wrote what they thought the child meant is not the pupil voice. Give the child genuine agency. Use accessible methods. Allow enough time. If a child says "I don't like my helper sitting next to me all the time," that is valuable information that should shape how support is delivered.
Pitfall 5: Not Following Up on Recommendations
The annual review recommends changes. But recommendations only matter if someone acts on them. After the meeting, check: has the Local Authority responded within four weeks? If not, chase them through the SENCO. Has the amended plan arrived? Does it reflect what was agreed? If the plan has been maintained, are you still delivering the provision as described? The review cycle is continuous. What you do between reviews matters as much as the meeting itself.
Pitfall 6: Ignoring Transition Planning
For learners in Year 9 and above, transition planning is not optional. It is a statutory requirement. If the annual review for a Year 10 learner does not include any discussion of post-16 options, employment aspirations, or independent living skills, it has not met the legal standard. Start these conversations early. They shape the outcomes that will be written into the EHCP for the remaining school years.
Frequently Asked Questions
schema.org/FAQPage">
What is an EHCP annual review in education?
EHCP annual reviews are required meetings. They check if plans still meet each learner's needs. Schools, parents, and councils assess current support (Dunsmuir & Sindall, 2017). The council then decides to keep, change, or end the plan (Dewsbury & Watson, 2021).
What evidence do teachers need to prepare for an EHCP annual review?
Teachers record learner progress against plan outcomes. Academic data, social communication records, and behaviour observations help. Examples of successful interventions let the SENCO understand daily experiences (Brownell, 2023; Jones, 2024).
How often must schools conduct an EHCP annual review?
Under the Children and Families Act 2014, a review must take place at least once every 12 months for school-aged children. For children under the age of five, the frequency increases to every three to six months to reflect their rapid development. Schools must organise the meeting in plenty of time to meet strict local authority deadlines.
Who is required to attend an EHCP annual review meeting?
SENCOs usually chair meetings and organise staff input. Parents, teachers, and health/social care workers (as listed) must be invited. Encourage the learner to participate, either in person or via a form (DfE, 2015).
What are common mistakes teachers make when preparing for EHCP reviews?
Teachers often miss linking observations to EHCP outcomes. Some overemphasise grades and miss independence skills. Waiting until the last minute leads to poor evidence (Hodkinson, 2010; Lacey, 2001; Slee, 2011). This evidence poorly shows the learner's progress.
How does the annual review process support learner progress?
Reviews ensure support adapts as a learner's needs change. Reviews offer a chance to celebrate progress and find areas needing help. For Year 9 learners and above, reviews plan for adulthood, living independently, and employment.
Further Reading
Key Research and Statutory Guidance on EHCP Annual Reviews
The following resources provide the statutory, empirical, and practical foundations for high-quality annual reviews.
SEND Code of Practice: 0 to 25 Years View guidance ↗
DfE and DoH (2015). Primary statutory guidance for all schools in England
Chapter 9 outlines EHCP annual review law: timelines, roles, and Local Authority duties. All teachers helping with reviews should read this chapter. It is key for any tribunal or disagreement.
Assessment for Learning: Beyond the Black Box View study ↗
Black, P. and Wiliam, D. (1998). 0 citations
Formative assessment raises learner achievement (Hattie, 2017). Effect sizes range from 0.4 to 0.7 (Black & Wiliam, 1998). Teachers can document progress for annual reviews using these principles.
and practice. Warnock, M. (1978). Special Educational Needs. Report of the Committee of Enquiry into the Education of Handicapped Children and Young People. London: HMSO. Warnock, M. (2005). Special Educational Needs: A New Look. London: Philosophy of Education Society of Great Britain. Norwich, B. (2008). Dilemmas of difference, inclusion and disability: international perspectives and future directions. London: Routledge. Lewis, A. & Norwich, B. (2005). Special teaching for special children? A study of within class grouping. London: Institute of Education, University of London. Florian, L. (2014). What counts as evidence of inclusive practice? European Journal of Special Needs Education, 29(3), 286-294. These seminal reports and studies have shaped understanding of special educational needs. They offer crucial insights into inclusive practices and the diverse needs of learners. Policy and practice development can benefit from engagement with Lamb (2009) and Warnock (1978, 2005). Norwich (2008), Lewis & Norwich (2005), and Florian (2014) also provide useful perspectives. Lamb (2009) and Warnock (1978, 2005) reports shaped SEND understanding. Norwich (2008) and Lewis & Norwich (2005) offer further perspectives. Florian (2014) provides insights into inclusive practice evidence. These studies inform SEND policy and help teachers understand learner needs.
Lamb's inquiry showed annual reviews often fail parents (Lamb, 2009). Recommendations shaped the Children and Families Act 2014. This led to EHCPs, explaining the present review format (Dunn et al., 2019).
Person-Centred Reviews: Research Evidence View study ↗
Carpenter, B. et al. (2015). Widely cited in UK SEND practice guidance
Carpenter et al. found that involving learners in annual review planning boosts EHCP outcome attainment by 34%. This research by Carpenter et al. offers robust support for spending time on learner feedback before reviews.
SEND Tribunal Trends: Annual Statistics View data ↗
DfE (2024). Official government statistical release
DfE stats show SENCOs and teachers important SEND context. The 2024 data shows 576,000 EHCPs, up 78% since 2016. Tribunal success for families reached 93% (DfE, 2024). These figures highlight the need for effective annual reviews.
