What Evidence Helps for an EHCP Placement Change? (UK EHCP Guide)

If you are considering a change of placement, the strength of your evidence will often determine the outcome.

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Intro

When a child with an EHCP is struggling in their current school, parents often reach a point where they believe a different placement may be needed.

However, local authorities will usually require clear evidence before agreeing to change the named placement.

This guide explains what types of evidence are most useful, how to present it, and how it links to the EHCP itself.

Why evidence matters

Requests for a change of placement are not based on preference alone. The local authority must decide whether the current placement can meet the child’s needs as described in the EHCP.

This means that evidence should focus on showing one or more of the following:

• the child’s needs are not being fully understood or described
• the provision in place is not sufficient
• the child is unable to access education consistently
• the current environment is causing distress or breakdown

Types of evidence that can support a placement change

1. School records

School-based evidence is often central to a placement discussion.

• attendance records, including part-time timetables
• behaviour logs, incident reports, or sanction records
• records of isolation, exclusions, or reduced timetables
• reports showing lack of progress or disengagement
• internal school assessments and SEN reports

2. Professional reports

Independent or external reports can carry significant weight.

• educational psychologist reports
• speech and language therapy assessments
• occupational therapy reports
• CAMHS or other mental health input
• independent specialist assessments where appropriate

Reports that clearly explain why a specific type of placement is required, rather than simply describing needs, are usually more persuasive.

3. Evidence of distress or inability to cope

It is important to show how the child is experiencing the current placement.

• school refusal or anxiety around attendance
• shutdown, withdrawal, or emotional distress
• meltdowns or behavioural escalation linked to the school environment
• impact on mental health or wellbeing
• differences between school presentation and home presentation

4. Parent communication and records

Emails and communication with the school can help show what has already been tried.

• emails raising concerns
• records of meetings or reviews
• requests for support that have not been implemented
• evidence of ongoing issues over time

5. Evidence that provision is not being delivered

If the EHCP specifies support that is not consistently in place, this is important.

• missing or reduced support hours
• lack of specialist input
• support not matching what is written in Section F
• adaptations not being implemented

How evidence links to Sections B, F and I

To be effective, evidence should connect clearly to the structure of the EHCP.

• Section B – describes the child’s needs
• Section F – sets out the provision required
• Section I – names the placement

For example:

• if evidence shows needs are more complex than described → Section B may need updating
• if evidence shows support is not sufficient → Section F may need strengthening
• if needs and provision cannot be met in the current school → Section I may need to change

You can read more about how this works here: SEND & EHCP Support in the UK

What makes evidence strong

• specific examples rather than general statements
• recent and up-to-date information
• clear link between behaviour and underlying need
• evidence from multiple sources (school, professionals, parents)
• consistency over time rather than one-off incidents
• links clearly to Sections B, F and I of the EHCP

Statements such as “my child is struggling” are less effective than detailed examples showing what is happening, when, and why.

Common Questions

Common mistakes when gathering evidence

• relying only on verbal concerns without written records
• submitting evidence that is out of date
• not linking evidence back to the EHCP
• focusing on behaviour without explaining underlying needs
• providing general statements instead of specific examples

What to do next

• gather and organise your evidence into clear categories
• request an annual review or early annual review if needed
• check whether Sections B and F of the EHCP are accurate
• consider whether the placement in Section I is still suitable
• seek independent SEND advice if you are preparing for a placement change