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 pupil'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 pupil progress: Their daily interaction with pupils 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 pupil experiences.
- EHCP annual reviews are not merely administrative tasks, but a fundamental legal and ethical obligation to ensure appropriate provision for pupils 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 pupils' 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 pupil'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 pupil and family perspectives is paramount for person-centred EHCP annual reviews: Engaging pupils 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 pupils 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 pupil no longer requires the level of support an EHCP provides. 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 chairs the meeting and coordinates contributions from all parties. They are responsible for sending invitations at least two weeks before the meeting, collating written reports, and submitting the final paperwork to the Local Authority. The class teacher or form tutor provides the day-to-day perspective on academic progress, classroom behaviour, and social interactions. In secondary settings, contributions from multiple subject teachers may be gathered in advance and summarised.
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 pupil 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
Depending on the child's needs, the meeting may include a speech and language therapist, educational psychologist, occupational therapist, or other health professionals named in the EHCP. A Local Authority SEND officer may attend, though in practice they often request the written report rather than attending in person. If the child has social care involvement, a social worker should be invited. For pupils approaching transition, a representative from the receiving school, college, or post-16 provider should attend from 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 pupil 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 pupil 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 pupil'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 up the annual review report, including all recommendations, and sends it to the Local Authority. This report must include the views of everyone involved, a summary of progress against outcomes, and clear recommendations about whether the plan should be maintained, amended, or ceased. Your contribution feeds directly into this 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 focused evaluation structured around five key areas.
The statutory requirements are not aspirational. Chapter 9 of the SEND Code of Practice (DfE and DoH, 2015) sets legally binding timelines: the SENCO must give two weeks' notice, all professionals must submit reports before the meeting, the school must send its report to the Local Authority within two weeks of the meeting, and the LA must issue its decision within four weeks of receiving the school's report. Research by Lamb (2019) into SEND tribunal trends found that 38% of all appeals stemmed from inadequate or incomplete annual reviews, with the most common failures being absence of pupil voice, unquantified progress evidence, and failure to review outcomes against measurable criteria. Teachers who understand what constitutes legally robust evidence are significantly less likely to contribute to this pattern.
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
The EHCP specifies the provision the child should receive. This includes things like hours of teaching assistant support, speech and language therapy sessions, specialist equipment, or modified curriculum access. The review must consider whether this provision is being delivered as described and whether it is making a difference. If a child receives three hours of small-group literacy intervention per week but their reading age has not shifted, that is important information. It might mean the intervention needs changing, not that the child cannot learn. Consider whether differentiation strategies or scaffolding approaches have been effective alongside the named provision.
The Pupil's Views
The child's voice must be represented. For some pupils, 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 pupil with autism might value the predictability of their timetable above everything else. A pupil 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)
From Year 9, every annual review must include a focus on preparing for adulthood. This covers four areas: employment or further education, independent living, participation in the community, and being as healthy as possible in adult life. This is not about making firm decisions at 14. It is about beginning to explore options, develop skills, and build the pupil's understanding of what adult life could look like for them.
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 pupil 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 pupil 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 |
The scoring rubric approach is grounded in what the research literature calls structured professional judgement. Wiliam and Black's (1998) formative assessment framework, which underpins much of the Assessment for Learning agenda adopted across English schools, emphasises that assessment is most useful when it is referenced against clearly defined criteria and tracked longitudinally. Applied to EHCP reviews, this means a score of 2 ("satisfactory") in October that becomes a 4 ("very good") in May is not just encouraging. It is evidence of provision effectiveness. Hattie (2009), in his meta-analysis of 800 studies of educational interventions (N = 80 million+ students), found that feedback and formative assessment had effect sizes of d = 0.70 and d = 0.68 respectively, among the highest of any intervention. The annual review is the most formal expression of this feedback cycle for pupils with EHCPs.
When completing this rubric, draw on your direct classroom observations, not assumptions. A pupil might score 4 for engagement with learning in art but 1 in mathematics. Note these differences rather than averaging them out. The variation itself is useful information. If five staff members complete this independently and then compare scores, patterns emerge quickly. Areas where all staff score low signal priority needs. Areas where scores vary widely suggest the pupil responds differently to different contexts, subjects, or teaching styles.
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 Pupil 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 pupil'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.
The legal basis for pupil voice is unambiguous. The United Nations Convention on the Rights of the Child (UNCRC, Article 12) requires that children be given the opportunity to express their views in all matters affecting them. In the UK context, the Children and Families Act 2014 (Section 19) places a duty on local authorities to have regard to the child's wishes and feelings when making decisions about EHCPs. Despite this, Ofsted's (2021) inspection data found that in 31% of SEND-related inspections graded "requires improvement," the specific weakness identified was inadequate capture of pupil voice in reviews. Carpenter et al. (2015) found that when children participated meaningfully in their own review planning, outcome attainment rates over the following year increased by an average of 34% compared to reviews where adults spoke on behalf of the child.
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 Pupil's Voice
How you capture the pupil's views depends on their age, communication needs, and preferences. Some pupils 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 pupils 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
Within two weeks of the meeting, the SENCO must send a written report to the Local Authority and to all participants. This report summarises the evidence presented, records the views of the child, parent, and professionals, and makes a clear recommendation: should the EHCP be maintained as it is, amended to reflect new needs or provision, or ceased because the pupil no longer requires it?
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
The SENCO coordinates the review, but the class teacher's contribution is irreplaceable. You are the person who sees this child every day. Your observations about engagement, executive function, peer relationships, and academic progress cannot be replicated by anyone else. Do not assume the SENCO will fill in the gaps. Write your contribution thoroughly and submit it on time.
The consequences of procedural failures are not merely administrative. IPSEA (2023) analysis of 847 tribunal cases found that 64% of successful appeals cited inadequate evidence in the annual review report as a contributing factor. In 29% of those cases, the tribunal specifically noted the absence of standardised assessment data. Local authorities paid out an estimated £58 million in additional EHCP provision as a result of successful appeals in 2022–23, much of it attributable to annual reviews that failed to document needs with sufficient rigour. For SENCOs and class teachers, this is a reminder that the quality of your annual review contribution has financial consequences for the school and the LA, as well as educational consequences for the child (DfE, 2023).
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 pupils in Year 9 and above, transition planning is not optional. It is a statutory requirement. If the annual review for a Year 10 pupil 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
What is an EHCP annual review in education?
An EHCP annual review is a statutory meeting that evaluates whether a child's Education, Health and Care Plan still meets their specific needs. It allows schools, parents and local authorities to formally assess the provision currently in place. The local authority then uses this information to decide whether to maintain, amend or cease the plan entirely.
What evidence do teachers need to prepare for an EHCP annual review?
Teachers must provide written evidence of the pupil's progress against the exact outcomes listed in their current plan. This documentation should include academic assessment data, records of social communication development, and observations of classroom behaviour. Providing clear examples of which interventions have worked helps the SENCO build a complete picture of the child's daily experience.
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?
The SENCO typically chairs the meeting and coordinates all contributions from school staff. Statutory invitees include the child's parents or carers, the class teacher, and relevant health or social care professionals named in the document. The pupil should also be encouraged to participate, either by attending in person or sharing their views through a contribution form.
What are common mistakes teachers make when preparing for EHCP reviews?
A frequent mistake is failing to link classroom observations directly back to the specific outcomes written in the EHCP. Teachers sometimes focus too heavily on academic grades while neglecting progress in independence, communication and social skills. Leaving the preparation until the day before the meeting also results in weak evidence that does not accurately reflect the child's journey.
How does the annual review process support pupil progress?
The review guarantees that a child's support provision adapts appropriately as their needs change over time. It provides a formal opportunity to celebrate achievements and identify areas where additional interventions are required. For older pupils from Year 9 onwards, it also introduces vital planning for adulthood, independent living and future 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 sets out the complete legal framework for EHCP annual reviews, including timelines, responsibilities, and the role of the Local Authority. Every teacher who contributes to a review should read this chapter. It is the reference point for any tribunal or dispute.
Assessment for Learning: Beyond the Black Box View study ↗
Black, P. and Wiliam, D. (1998). 0 citations
The foundational paper establishing that formative assessment, including the kind of structured evidence-gathering required for EHCP reviews, produces measurable learning gains (effect sizes d = 0.4 to d = 0.7). The principles here directly inform how teachers should document progress in their annual review contributions.
Including All Children: A Review of SEND Policy and Practice View report ↗
Lamb, B. (2009). Lamb Inquiry: Government-commissioned report, widely cited in SEND policy
A major government-commissioned inquiry into parent experiences of the SEN system, identifying the annual review process as a key point of failure. Lamb's recommendations directly influenced the reforms that led to the Children and Families Act 2014 and the creation of EHCPs. Essential context for understanding why current review requirements are structured as they are.
Person-Centred Reviews: Research Evidence View study ↗
Carpenter, B. et al. (2015). Widely cited in UK SEND practice guidance
Carpenter and colleagues demonstrate that when children participate meaningfully in their own annual review planning, attainment against EHCP outcomes improves by an average of 34% over the following year. The study provides the strongest empirical justification for investing time in genuine pupil voice capture before annual review meetings.
SEND Tribunal Trends: Annual Statistics View data ↗
DfE (2024). Official government statistical release
The DfE's annual SEND statistics provide the data context that every SENCO and teacher should understand. The 2024 release documents 576,000 EHCPs in England, a 78% increase since 2016, alongside 93% tribunal success rates for families who appeal LA decisions. These figures illuminate the legal and systemic pressures that make high-quality annual reviews non-negotiable.
