SEND & school

EHCP quality checker.

Read the plan as a working document: can a parent, setting and local authority tell what the needs are, what support must happen, who provides it and how the plan fits together?

FreePrintableReviewed 16 August 2026

Download the EHCP Quality Checker (PDF)

A4 printable worksheet. The PDF is a practical working tool; keep this web page for guidance and source links.

Start with B → F. Section B identifies special educational needs; Section F sets out special educational provision. A practical first check is whether each need has corresponding provision that is clear enough to understand and deliver.

Use this as a working tool, not a legal verdict.

The questions below help you organise information and spot issues to check. A checklist cannot decide whether an organisation has acted unlawfully or whether an appeal will succeed.

1. Sections A–K 2. B→F map 3. Specificity 4. Outcomes 5. Advice check 6. Draft comments

1. Whole-plan scan

Section	What to check	Issue / amendment needed
A	Views, interests and aspirations are recognisable and current.
B	All special educational needs are identified clearly.
C	Health needs related to SEND are captured.
D	Social-care needs related to SEND are captured.
E	Outcomes are meaningful and linked to the needs/provision.
F	Special educational provision is sufficiently clear and detailed.
G	Health provision is clear where required.
H	Relevant social-care provision is included.
I	Placement is handled correctly for draft/final stage.
J	Personal budget arrangements are recorded where applicable.
K	Advice/reports used in assessment are listed.

2. Needs-to-provision map

Section B need	Section F provision	Who?	How often / how much?	Any gap / ambiguity?

3. Specificity check

The SEND Code says provision in Section F should be detailed, specific and normally quantified. Use these prompts to identify wording that may need clarification.

What?What intervention, support or teaching is actually provided?

Who?Who delivers / supervises it and what skill level is required?

How much?Duration, group size, staffing ratio or quantity where relevant.

How often?Frequency rather than “regular”, “access to” or “as required” without explanation.

Where?Setting/context if that matters to delivery.

Review?How progress and effectiveness will be reviewed.

Vague phrases I want clarified

Examples may include “access to”, “opportunities for”, “regular”, “when required”, “up to” or wording that leaves essential provision uncertain. Context matters — do not treat a phrase as automatically unlawful.

4. Outcome check

Outcome	Need(s) it relates to	Provision that supports it	How progress can be recognised	Review point

5. Does the plan reflect the advice?

Report / advice	Key need identified	Provision recommended	Where reflected in plan?	Missing / changed?

6. Draft-plan comments schedule

Section / page	Current wording	Problem	Evidence	Requested wording / change

Sources & review

Last reviewed: 16 August 2026. This resource is practical information for England, not legal or clinical advice. Check the linked source if your situation turns on a deadline, appeal right or legal interpretation.

GOV.UK — SEND Code of Practice: 0 to 25 years GOV.UK — Children with SEND: extra help / EHC plans

Use this with

Keep the evidence connected to the next action.