An annual review is a key step in making sure the support outlined in your child’s Education, Health, and Care (EHC) plan is still right for them. It’s a chance to look at what’s working, what might need tweaking, and whether the documented needs and provisions are still a good fit for your child’s profile.

If your child has an EHC plan, your local authority (LA) must do the first annual review within 12 months of the plan being finalised. After that, reviews need to happen every 12 months. The same timeline applies to young people with EHC plans.

How Does the Annual Review Work?

Here’s a simple breakdown of the steps involved in an annual review:

1. Consultation Your local authority will talk to you and, if relevant, your child’s school about the EHC plan. They’ll ask for your views, wishes, and feelings.
2. Gathering Information Everyone involved—you, your child (if appropriate), and professionals—shares information about how the plan is working. This information is sent to you and other attendees at least two weeks before the review meeting. This step is often missed but is crucial. Most professionals need at least 6 weeks notice, so be sure to get chasing invites, even ask them directly yourself to ensure this information is obtained. The professionals can attend the meeting or provide written reports to share their information.
3. The Review Meeting This is where everyone comes together to chat about the EHC plan. It’s a great opportunity to celebrate progress, flag any concerns, and discuss what’s next for your child. Request this meeting be minuited as it can be used as evidence which should be shared will all attendees!
4. Local Authority Review Using the meeting discussions and report/minutes, the local authority reviews the plan to see if any changes are needed.
5. Decision Time Within four weeks of the meeting, your local authority must let you know their decision: will the plan stay the same, be updated, or stop?

Why Does This Matter for Secondary School?

If your child is moving to secondary school, the annual review becomes even more important. It helps ensure the new school is ready to meet your child’s needs. Starting early gives everyone time to:

• Make sure the EHC plan reflects your child’s current needs.
• Fill any gaps in support before the big move.
• Work together with the new school and professionals to make the transition smoother.

One crucial date to keep in mind: local authorities must name a secondary school placement by 15th February in the year your child moves up. To meet this deadline, it’s important to complete the annual review well in advance.

How Can SENDLou Help?

Feeling unsure about where to start? That’s where SENDLou comes in. We’re here to guide you through the process, from prepping for meetings to checking over EHC plans. Our goal is to help you feel confident and supported every step of the way.

Need a hand? Get in touch with us today. Let’s work together to make sure your child’s needs are met and their transition is as smooth as possible.

Quick Tips for a Successful EHCP Annual Review

Annual reviews are a vital part of your child’s Education, Health, and Care Plan (EHCP) journey. They ensure that the support outlined in the EHCP remains aligned with your child’s current needs. A well-prepared review sets a strong foundation for the year ahead, giving you an opportunity to update, refine, and advocate for the necessary resources.

Below, we’ve broken down each step of the annual review process, so you know what to expect and how best to prepare.

The Annual Review Process: What to Expect and Prepare For

1. Consultation with the Local Authority (LA)
   At the start of the review process, your LA is required to consult with you and, if applicable, your child’s school or other institution. This step ensures that your views, wishes, and feelings, as well as those of your child, are central to the review.
2. Gathering of Information and Reports
   The LA must collect updated reports from you and relevant professionals involved in your child’s support. These documents are vital to provide a clear, up-to-date view of your child’s progress, challenges, and evolving needs. This information is then shared with you at least two weeks before the annual review meeting, allowing you time to review and prepare.
3. The Annual Review Meeting
   This meeting brings together you, your child (if appropriate), school staff, and professionals who support your child. The main goal is to discuss your child’s progress, identify new goals, and explore any additional support they might need.
4. Documentation and Report Distribution
   Following the meeting, a report must be compiled detailing the discussions, any agreed actions, and next steps. This report is sent to everyone who attended the meeting or provided input.
5. Formal Review by the Local Authority
   Once the meeting and documentation are complete, the LA will review the EHCP. They will decide whether to continue, amend, or end the plan based on the meeting’s discussions and feedback from professionals.
6. Decision Notification
   The LA is required to inform you of their decision within four weeks of the annual review meeting. This official update confirms any adjustments or recommendations that will take effect in your child’s EHCP.

Are you feeling overwhelmed by the complexities of the SEND system? Unsure of your rights or how to secure the education your child deserves? Look no further than IPSEA – the leading charity in the field of SEND Law in England.

IPSEA (Independent Parental Special Education Advice) is dedicated to empowering parents and families to navigate the SEND system with confidence. With a wealth of expertise and resources at their disposal, IPSEA provides invaluable guidance and support to those facing educational challenges.

Free Resources

One of the most remarkable aspects of IPSEA’s work is their extensive collection of free guides and templates. These resources cover a wide range of topics, from understanding your rights to drafting complaints and appeals. Whether you’re seeking clarification on EHCPs, need assistance with annual reviews, or are considering an appeal, IPSEA’s easy-to-digest guides are a lifesaver.

What sets IPSEA apart is their commitment to accessibility. Their guides are designed to be user-friendly and jargon-free, ensuring that parents and families can easily understand their rights and the steps they need to take to advocate for their child.

IPSEA’s website, ipsea.org.uk, is a treasure trove of information and resources. From FAQs and case law updates to template letters and training events, it’s a one-stop-shop for all your SEND legal needs.

Still Overwhelmed?

But what if you still need further help or guidance? That’s where I come in. As a dedicated SEND consultant, I’m here to support you every step of the way. Whether you need clarification on IPSEA’s resources, assistance with navigating the system, or personalized advice tailored to your situation, I’m just an email or phone call away.

Don’t let educational challenges stand in the way of your child’s success. Empower yourself with knowledge and support from IPSEA, and together, we’ll ensure that every child receives the education they are legally entitled to.

For more information about IPSEA and how they can help, visit ipsea.org.uk. And if you need further assistance, don’t hesitate to contact me at info@sendlou.co.uk or 07597 606799.

Together, let’s navigate the SEND system and secure the best possible outcomes for our children.

Blank Level questions offer a structured approach to nurturing children’s understanding of inquiries, aiding in their language development and cognitive skills. These questions progress through different stages, each aimed at deepening a child’s engagement and comprehension.

What Are Blank Levels?

Blank levels of questioning categorise questions based on their complexity, facilitating a gradual progression in children’s communication skills:

• Level 1: Yes/No questions
• Level 2: Questions that require a choice or a short answer
• Level 3: Questions that require a longer answer or an explanation
• Level 4: Questions that require an abstract or hypothetical answer

Level One – Naming

At this level, children are prompted to identify objects or actions, typically with short or nonverbal responses. Children at this stage are talking about things directly in front of them or recently encountered. Examples of questions include:

• “What is this?” (e.g., pointing to an object)
• “Show me a…” (e.g., Show me an apple)
• “What did you hear…” (e.g., a dog)
• “Say this…” (e.g., Thank You)

Level Two – Describing

Children at this stage can talk about objects directly in front of them, providing more details about their appearance or function. They may also begin to talk about actions or behaviours of objects. Examples of questions include:

• “What is [character] doing?” (e.g., what is the boy doing?)
• “Show me something you…” (e.g., show me something you eat)
• “Where is [object]..” (e.g., they could point and give some relational explanation)

Level Three – Retelling

At this level, children engage in storytelling, predictions, and definitions based on their understanding of facts. They begin to narrate events, express emotions, and make simple predictions. Examples of questions include:

• “What happened in the story…?” (e.g., the wolf ate Grandma)
• “What will happen next?…” (e.g., discuss different ideas on what might happen)
• “How did [character] feel…?” (e.g., happy)
• “Find one that isn’t red…” (e.g., odd one out)

Level Four

Children at this stage make inferences, discuss cause and effect, and use past experiences to answer questions. They develop critical thinking skills by justifying their answers and considering abstract concepts. Examples of questions include:

• “Why do you think that happened?”
• “How do you know that…?”
• “What could you do if that happened to you?”
• “Why do you like that one…?”
• “What would you do if…?”

How does this help communication with your child?

Children who have trouble with language or learning sometimes struggle to understand questions which makes communication hard. When we ask questions at their level, it makes it easier for them to respond. Blank levels give us a way to do that. They help us make sure we’re asking questions that match what a child can understand. And you know what? Sometimes, instead of always asking questions, just chatting about stuff can be more relaxed for kids. It takes off some of the pressure. So, by using Blank Level questions and mixing in some comments, we create a comfy space for kids to speak up. This makes it easier for them to get involved and feel good about taking part in conversations and activities.

Conclusion

Blank Level questions provide a versatile tool for parents and educators to engage children in meaningful conversations, supporting their language development, critical thinking, and problem-solving skills. By understanding and incorporating these levels into interactions with children, adults can foster deeper connections and promote holistic growth.