EHCP Meeting Preparation: How to Walk In Ready for Any Review or Assessment

Walking into an EHCP meeting unprepared is one of the most common mistakes parents make — not because they haven't tried, but because nobody tells them what "prepared" actually means in this context. You are sitting in a room with a SENCO, possibly a headteacher, an LA representative, and one or more specialists. They have done this hundreds of times. It is probably your first time.

Preparation is the single biggest factor in whether a meeting produces a concrete, documented outcome that moves your child's situation forward. Here is what that preparation actually looks like.

Before Any Meeting: Build Your File

Long before a specific meeting, start maintaining a chronological paper trail. A dated, organised file of all SEND-related communications is essential if you ever need to challenge a decision, request a review outside of the annual cycle, or prepare for a Tribunal appeal.

Your file should contain:

• Copies of every letter, email, and report from the school and LA
• Notes from previous meetings, including what was agreed and by whom
• Copies of professional assessments — NHS and private
• Progress data and school reports
• The current EHCP (if one exists), including the full Section K appendices
• Your own notes from day-to-day observations of your child at home

If you don't have copies of previous APDR reviews or provision maps, request them from the SENCO now. Schools are required to maintain these records and parents are entitled to see them.

What to Prepare for an Annual Review Meeting

The Annual Review is your most structured opportunity to influence the EHCP. Come prepared with:

A written parental contribution. Submit this before the meeting — ideally a week in advance — so it forms part of the formal record. Cover: how your child has progressed against the Section E outcomes over the past year; any changes in needs that have emerged; your views on whether the placement is still appropriate; and any new provision you want added or existing provision you want strengthened.

A provision review. Compare what Section F specifies with what has actually been delivered. If the EHCP says 15 hours of TA support but your child has been receiving 8 hours, that discrepancy is the agenda for the meeting.

A list of specific questions. Not general complaints, but concrete questions: Has target X from last year been met? What does the progress data show? What will happen differently next year to address Y? Who is responsible for Z?

Any new professional reports. If you have had a recent private assessment or a new NHS report, bring it. New evidence can substantially change the review outcome.

Checklist for SENCO Appointments

For a less formal SENCO meeting — perhaps to discuss SEN Support or to raise concerns about whether provision is working — a shorter checklist applies:

• What specific interventions are currently in place? (Name them, don't accept generic answers)
• What targets were set at the last review?
• What does the progress data show for each target?
• When is the next formal APDR review?
• Is a provision map available for me to see?
• What is the next step if this intervention isn't producing results?

Ask for a written summary of the meeting outcomes by a specific date — for example, within a week. This creates accountability and gives you a record that can be referenced if commitments are not followed through.

During the Meeting: How to Handle Pressure

EHCP meetings can feel like a negotiation where one side has more information, more experience, and more institutional authority than the other. Some specific things to remember:

You do not have to agree on the day. If the meeting is moving toward a decision you are uncertain about — particularly a decision to reduce provision or amend the plan in a way you haven't had time to assess — you can say: "I need time to review this. I will respond in writing within 15 days." You are not obligated to give verbal consent in the room.

Write down everything that is agreed. Every commitment made verbally in an EHCP meeting has a habit of disappearing by the time the written report arrives. Keep your own notes. If you can, have someone accompany you — a partner, a SENDIASS worker, a trusted friend — to take notes while you talk.

Ask for specific, named actions. Not "the school will look into this" but "the SENCO will contact the Speech and Language service by [date] and confirm the referral in writing to me by [date]."

If you are recording the meeting, check whether the school has a recording policy. Some schools ask for advance notice. IPSEA advises that while you have no absolute legal right to record, it is reasonable to give notice rather than recording covertly.

After the Meeting

Within 24 hours, send a follow-up email summarising your understanding of what was agreed, who is responsible for what, and by when. This email serves as a record. If the school's own written report of the meeting differs from your understanding, you can flag the discrepancy.

If specific actions were promised and are not delivered by the agreed dates, follow up in writing. Document every chase. This creates the paper trail you need if things later escalate.

For a printable meeting preparation checklist, parental contribution template, and post-meeting follow-up letter, the England EHCP & SEN Blueprint has everything you need to walk into any SEND meeting fully prepared.

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