What Schools Must Do Before an EHCP

Before an Education, Health and Care Plan (EHCP) is considered, schools are usually expected to identify needs, provide SEN Support, review progress, and keep records of what has been tried. This guide explains what that often looks like in practice, what families can ask for, and when an EHCP request may become relevant.

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What this means at a glance

Schools are usually expected to provide SEN Support before an EHCP is considered.
Support should be clear, structured, and reviewed over time.
Progress should be monitored and discussed with families.
Families can ask what has been tried and what evidence exists.
An EHCP may be considered if needs remain significant despite appropriate support.

What this means in practice

Many children and young people receive support in school without having an EHCP. In practice, this often means the school has identified ongoing difficulties, discussed concerns with parents or carers, and put support in place through SEN Support.

This support may include classroom strategies, targeted interventions, reasonable adjustments, or input from a SENCO. What matters is that support is reviewed and linked to outcomes, not just put in place and left unchanged.

If concerns continue, records of what has been tried may become important if an EHCP assessment is later requested.

What schools are usually expected to do

Identify areas of need.
Discuss concerns with parents or carers.
Put SEN Support in place.
Make reasonable adjustments where appropriate.
Record the support being provided.
Set expected outcomes or targets.
Review progress regularly.
Adjust support where needed.
Seek professional input where appropriate.

Practice can vary between schools and local authorities, but families can still ask for clarity about what support is in place and how it is being reviewed.

What families can ask for

What support is currently in place.
What needs that support is addressing.
What outcomes are being worked towards.
How progress is being measured.
When support will be reviewed.
Whether outside professionals have been involved.

Clear questions often lead to clearer answers and better understanding of what is actually happening in school.

What to request in writing

Where possible, it can help to ask for key information in writing. This creates a clearer record and reduces misunderstandings.

Support plans or provision summaries.
Review dates and next steps.
Meeting notes or summaries.
Professional recommendations being used.

What evidence to keep

If difficulties continue, keeping organised records can be useful. This helps build a clear picture of what has been tried and what the outcomes have been.

Emails and communication with school.
Meeting notes.
Support plans or summaries.
Reports from professionals.
Examples of ongoing difficulties where relevant.

If professional input is part of the picture, you may also find our guide to Private ADHD & Autism Assessments helpful.

When an EHCP may be considered

An EHCP may be considered when needs are significant and long-term, and the support required may go beyond what is normally available through SEN Support.

An EHCP is based on assessed needs and required provision, not diagnosis alone. This is why evidence of school support and progress is often important.

For a broader overview, see our SEND & EHCP Support in the UK guide.

Common misunderstandings

A diagnosis is not always required before support is provided.
SEN Support does not automatically lead to an EHCP.
An EHCP is not the starting point for most school-based support.
Local processes may vary, but legal rights still apply.

Frequently Asked Questions

Does a child need a diagnosis before receiving support?

No. Support is based on identified needs, not diagnosis alone.

Can parents ask for support details in writing?

Yes. Many families request written summaries to better understand support and progress.

Does SEN Support automatically lead to an EHCP?

No, but records of support may be important if an EHCP is later considered.

What if support feels unclear?

Families can ask what support is in place, what it is intended to achieve, and how it is being reviewed.

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