Education, health and care (EHC) needs assessment requests
New requests for EHC needs assessments
An EHC plan is for under 25s with complex special educational needs and disabilities (SEND).
Most children and young people with special educational needs (SEN) will have their needs met with SEN Support in a mainstream place of learning.
Impact of Covid-19
We will try ensure that the current situation with Covid-19 does not delay our decision-making or reduce quality. We continue to request reports from professionals but the necessary social distancing precautions may delay and/or change how advice and information is produced. We have introduced video/telephone consultations where possible and will use existing information about children and their special educational needs. If the Covid-19 situation impacts the progression of your case, we will let you know what is happening.
Who can request an EHC needs assessment?
A person acting on behalf of a place of learning. For example, a teacher, or college staff. A request should have the knowledge and agreement of the parent or young person (where possible)
A professional or organisation. For example, a health and social care professional, a foster carer, early years practitioner, the youth offending team or probation service. Again, a request should be done with the knowledge and agreement of the parent or the young person (where possible)
Parent carers or a family member, for a child aged 0-16 and for a young person with SEND (aged 16-25) who cannot make the referral independently or with support
Young people with SEND (aged 16-25) who can make the request independently or with support
Checklist of actions to take before making an EHC needs assessment request
Read the SEN information report for the child's place of learning. This should be published on their website. It will give information about what they offer and the process to follow if you have concerns
Check that the child’s place of learning is using the graduated approach to SEN Support. This is commonly known as ‘assess, plan, do, review’. The place of learning should have been through at least two cycles of the process. Are you aware what the outcomes are, and have been successful? The place of learning should also be trying new strategies to support the child, with clear targets and outcomes
Check that the child’s place of learning has evidence of their use of the graduated approach to SEN Support. For example, a SEN Support plan is in place and it is being reviewed and recorded, or if the child has seen an educational psychologist, there is a report with ideas how the child can be supported
Make sure you have had regular meetings with the child’s keyworker or teacher
If you do not agree with the existing SEN Support that has been put in place at the child’s place of learning, ask the SENCO or keyworker if you could meet with them. You can speak to them and discuss whether everything possible is being done to support the child