EHCP Annual Review (or Transition Review)
At least once a year, an Education, Health and Care Plan (EHCP) must be reviewed to see if it is:
- still required, and
- needs updating (amending)
The 'Annual Review' itself refers to the last part of the process (see below) where the local authority reviews your child’s plan following the Annual Review meeting. You should always attend review and planning meetings. If you cannot attend, ask if the meeting can be rescheduled to a time when you are available.
For the Annual Review template form, click here.
1. Collection of information
We will ensure that a meeting to review your child’s plan takes place and may ask the school to arrange this on our behalf and provide a report of the meeting. You will be given at least two weeks' notice of the date of the meeting and any professional relevant to your child’s plan must also be invited. The school must seek advice and information about your child from all those invited to the review meeting and any information received should be circulated at least two weeks before the meeting takes place.
2. Annual review meeting
The review meeting usually takes place at the school/college/education provider. It must focus on your child’s progress towards achieving the outcomes set out in the plan. It should also consider any changes that might be needed to the outcomes, the way your child’s needs are described, or to the provision set out in the plan. You should be given the opportunity to participate fully in the review meeting.
3. Head teacher’s report of the meeting
Following the meeting, the school/college/education provider must prepare and send a report of the meeting to the local authority and to everyone invited, within ten working days of the meeting date. The report must set out any changes that have been suggested. It should also include any differences of opinion and not just the general consensus.
4. Local authority reviews the plan
The actual review happens at the end of the process. The local authority reviews your child’s plan in light of the report. They then must decide whether to keep the plan as it is, change the plan or cease to maintain the plan. They must send you and the school their decision within four weeks of the review meeting.
If the we decide to amend the plan, we will aim to start the process straight away. We will send you a copy of the existing plan and a notice which sets out the proposed changes. You will have 15 days to respond to the proposed changes. You can ask to meet with us to discuss them if you want to. Please contact your key worker or the SEN Service if you wish to do so.
We will issue an amended final plan within eight weeks of sending the proposed changes to you. Once the amended plan is issued, you have the right to appeal against the content of the plan to the First-tier Tribunal for special educational needs and disabilities (SEND). This right also applies if we decide not to make any changes to the plan following a review.
Parents will be given at least two weeks’ notice of the Annual Review meeting.
You should ask for information in advance about the meetings so that you can make the best use of them. Take time to prepare for the meetings. Use them as an opportunity to think about how further education or training can support any career plans and lead to employment.
Before the meeting, make sure you understand:
- where the meeting is
- the time
- who will be there
- why it is happening
- what you want to achieve
- what outcomes might others want
- your feelings – how might you behave?
- others' feeling – how might they behave?
- write down all the questions you want to ask
- if you have all the information and paperwork you need
- if you know the views of your child
After the meeting, check whether you:
- have understood everything that was said
- are happy with the way things have gone
- feel that agreements have been reached that we can all stick to
- the next step is
- who is coordinating action
- whether you will get notes or minutes of the meeting
- will I see the AR02 (review form) before it is sent to the LA
- know when progress is going to be reviewed
If you don’t understand something that is being discussed, you can ask the person talking to explain it more clearly.
Take someone to these meetings with you if you find this useful. This can be a family member, friend or someone from a service that you find helpful.
It may seem too early to be preparing for adulthood when your child is in Year 9, but it is important to start thinking about what they will want to do when they leave school at age 16+, including:
- health needs
- personal and social development
- training and employment
- transport and independent travel
- housing and leisure
The Year 9 review should start with the young person’s aspirations and ideas for adult life and how these can be met. This is an opportunity to look beyond educational needs and to include wider aspects of life as outlined above.
Parent/carer expectations for their son or daughter’s adult life should also be included.
Any specialist communication needs, including interpretation or translation services, should be identified and support provided at the review meeting. The young person and their parents/carers should be helped to identify any key individuals, such as advocates, that they wish to be present for the review. Other relevant professionals should be invited to the review and should provide information to support the review.
The Year 10-11 review should be conducted in the same way as for Year 9 – the young person’s aspirations and ideas should be at the centre.
The SENCo or another designated member of staff in the school should help the young person prepare for the review by helping them to develop a person-centred plan. Any specialist communication needs, including interpretation or translation services, should be identified and support provided at the review meeting. The young person and their parents/carers should be helped to identify any key individuals, such as advocates, that they wish to be present for the review.
Other relevant professionals (as before) should be invited to the review and should provide information to support the review:
- careers advisors need to be involved to ensure applications for post-16 education are made and timed to meet deadlines
- transition workers need to establish when the young person is likely to cease full time education either from school or further education.
If a young person has a disability and is likely to be eligible for adult services, their children’s social worker should make a referral to the Learning Disability Transition Team in Adult Social Care when the young person is aged 16. The Transition team will be available to provide the young person and their parents/carers with general information and advice about adult services including personalisation, and advice regarding benefits and charges.
The transition plan should be updated with key action points and those responsible for carrying them out. A lead person will be confirmed to oversee delivery of the plan.
Additional actions at Year 11 review
The transition plan needs to include:
- issues around transport – the post-16 transport policy will differ from the home-to-school transport policy
- moving from school to college – agreeing with the young person that their information may be shared with a post-16 education provider and course tutors
- ensuring the young person has access to careers and learning advisor support
- funding applications and longer term plans
- health services, including the young person’s GP, are made aware of the young person's needs
- agreement on who coordinates the next review.