Preparing for Your Child's Annual Review: A Step-by-Step Checklist

Every child with an EHCP must have an annual review at least once every 12 months. This is not optional. It is a legal requirement set out in the Children and Families Act 2014 and the SEND Code of Practice. But more importantly, it is your best chance each year to make the plan work better for your child.

Too many parents treat the annual review as a formality — a quick meeting where the school reads out some progress notes and everyone signs off. That is a mistake. The review is your opportunity to:

• Check whether the provision in Section F is actually being delivered
• Update your child's needs in Section B if they have changed
• Replace outdated outcomes in Section E with ones that are relevant now
• Request a different school or setting if the current one is no longer suitable
• Fix weak or vague wording that makes the plan hard to enforce

The review must also gather and record your child's views. For younger children this might be a conversation or drawing. For older children and young people, their direct participation is expected. Their voice is not a nice-to-have — it is a legal requirement.

This guide walks you through everything you need to prepare before the review, how to handle the meeting itself, and what to do afterwards to make sure the local authority acts on what was agreed.

Preparation is everything. Parents who arrive at the review meeting with organised evidence and a clear list of requested changes get far better outcomes than those who wing it. Use this checklist to get ready.

Gather evidence from the past year

• School reports and progress data. Collect every report, assessment result, IEP, SEN Support plan, and progress tracker from the last 12 months. Look for trends: is your child making progress, standing still, or going backwards?
• Any new assessments or diagnoses. If your child has had a new diagnosis, a fresh educational psychology report, or any NHS assessment since the last review, make sure you have copies ready to share. New evidence often triggers changes to Sections B and F.
• Examples of what is working and what is not. Be specific. "The sensory break strategy works well in the morning but not after lunch" is far more useful than "Some things help." Write down concrete examples with dates.
• Records of incidents or concerns. Bullying, exclusions, physical interventions, or repeated behaviour incidents should be logged. Patterns over time paint a clearer picture than isolated events.
• Input from therapists, doctors, or other professionals. If your child sees a speech and language therapist, occupational therapist, paediatrician, or CAMHS professional, ask for a brief update letter. Even a short paragraph confirming ongoing needs is valuable.

Talk to your child about their views

The SEND Code of Practice is clear: the child's views must be at the centre of the review. Do not leave this to the school alone.

• Ask your child what they enjoy at school and what they find hard.
• Ask what would make school easier for them — you may be surprised by the practical suggestions they offer.
• For non-speaking children or those with communication difficulties, use photos, symbols, or a simple visual scale to gather views.
• Write down exactly what they said, in their own words if possible, so you can quote it in the review.

Write your parental views

You are allowed — and encouraged — to submit a written parental statement. This is often the most influential document in the review because it comes from the person who knows your child best.

• Describe your child's needs as you see them at home and in the community — the school only sees one part of the picture.
• List the specific changes you want made to the EHCP, section by section.
• Attach any evidence that supports your requests.
• Keep it factual and specific. Avoid emotional language — it is harder to dismiss a concrete list than a general complaint.

Review the current EHCP against reality

Print out the current EHCP and go through it with a highlighter. Mark anything that is outdated, wrong, or not being delivered. Pay special attention to:

• Section B (Needs): Are all needs still accurate? Have new needs emerged? Are needs described specifically enough?
• Section F (Provision): Is every item of provision actually being delivered? Are hours, staffing ratios, and qualifications specified clearly?
• Section E (Outcomes): Are the outcomes still relevant? Are they SMART — specific, measurable, achievable, relevant, time-bound?
• Section I (Placement): Is the named school or setting still the right one?

List specific changes you want made

Vague requests get vague results. Instead of "More support," write "Increase 1:1 TA hours from 15 to 25 hours per week, with a TA trained in autism-specific strategies." The more specific you are, the harder it is to ignore or water down.

Check if any deadlines have been missed

Review the timeline since the last annual review. Has the LA missed any statutory deadlines? Have assessments been delayed? Has provision been reduced without consultation? Document every missed deadline with dates — this strengthens your position if you need to appeal later.

Decide if you want to bring someone with you

You have the right to bring a supporter. This could be a family member, a friend, a SENDIASS adviser, an independent advocate, or a representative from a charity like IPSEA or SOSSEN. Their presence can make the meeting feel more balanced and they can take notes while you speak.

Send any new reports to the school or SENCO in advance

Do not wait until the meeting to hand over new evidence. Send it at least a week in advance and ask for it to be circulated to everyone attending. This gives people time to read it and means the meeting can focus on discussion rather than distribution.

The review meeting should be a structured conversation about what has happened since the last review and what needs to change going forward. It is not a parent-teacher chat. It is a statutory meeting with legal significance.

Who should be there

The meeting must include, as a minimum:

• The SENCO or another representative from the current school or setting
• At least one teacher who works with your child
• A representative from the local authority — usually the SEND case officer
• A health care professional, if your child has health needs in Section C
• A social care representative, if your child has social care needs in Section D
• You, as the parent or young person

Your child does not have to attend the whole meeting, but their views must be represented. If they are not attending in person, make sure someone reads their views aloud and that they are recorded in the minutes.

What to expect in the meeting

A well-run review follows a clear structure:

1. Welcome and introductions
2. Review of the current EHCP — going through each section
3. Discussion of progress against outcomes in Section E
4. Discussion of whether provision in Section F is being delivered
5. Consideration of any new needs that have emerged
6. Your child's views — read out and discussed
7. Your parental views — including any changes you are requesting
8. Discussion of next steps and recommendations to the LA

The school must prepare a written report summarising the review and send it to the LA within two weeks of the meeting. Ask for a copy for yourself at the same time.

Key questions to ask

These questions cut through vague reassurances and force specific answers:

• Is my child making progress against the outcomes in Section E? Ask for evidence, not opinion. What assessment data supports this?
• Is the provision in Section F actually being delivered? Ask for hours logged, staff names, and frequency records. Vague answers are a red flag.
• Have any new needs emerged? If your child has developed new difficulties or a new diagnosis, the plan must reflect this.
• Is the named school in Section I still appropriate? If you are considering a change, raise it now. Transition planning takes time.
• Are the outcomes still relevant and achievable? Outdated outcomes waste a year. Push for SMART targets that match where your child is now.

How to advocate effectively without being confrontational

You do not need to be aggressive to be effective. In fact, calm, factual advocacy usually works better than confrontation. Here is how:

• Lead with evidence, not emotion. Say "The attendance data shows 14 unauthorised absences this term, up from 3 last year," rather than "The school is not supporting my child."
• Quote the law when needed. Mentioning Section 42 (duty to secure provision) or Regulation 18 (annual review requirements) shows you know your rights without being hostile.
• Ask for things in writing. If someone promises something, politely ask for it to be minuted. Verbal assurances evaporate.
• Use the "broken record" technique. If your question is dodged, repeat it calmly until you get an answer.
• Take breaks. If the meeting is long or emotional, ask for a five-minute break. You are allowed.

Taking notes

Do not rely on the school's minutes alone. Bring a notepad or laptop and record:

• Who attended and their roles
• Key statements made by each person
• Any promises or agreements
• Any disagreements — make sure both sides are recorded
• Action items and who is responsible for each
• The date the LA must respond by

Ask for a copy of the school's review report as soon as it is available, and check it against your own notes. If it misrepresents what was said, challenge it in writing.

Your child's participation

The review must record your child's views. If they attended, the minutes should reflect what they said. If they did not attend, the minutes should state how their views were gathered and what they expressed. If this section is missing or vague, raise it before the report is finalised.

The meeting is only half the battle. What the local authority does afterwards is what really matters.

The LA must issue a decision within 4 weeks

Within four weeks of the review meeting, the LA must send you a decision letter stating whether it will:

• Keep the EHCP as it is (maintain)
• Amend the EHCP (amend)
• End the EHCP (cease)

If the LA decides to amend, it must send you a draft of the amended plan within the same four-week period. You then have 15 calendar days to respond with any comments or further changes.

What the decision letter should say

The letter must be clear and specific. It should:

• Confirm the date of the review meeting
• Summarise the key points discussed
• Set out the LA's decision and the reasons for it
• Explain your right of appeal if you disagree
• Tell you how to contact the SEND Tribunal and mediation services

If the letter is vague or misses key points from the meeting, write back immediately asking for clarification.

The three possible outcomes

Maintain as is: The LA agrees the plan is still appropriate. If you disagree — for example, because new needs have emerged or provision is not being delivered — you can appeal to the SEND Tribunal.

Amend: The LA agrees to make changes. You will receive a draft amended plan. Read it carefully — councils often make minimal changes or use weak wording. Use your 15-day response window to push for stronger, more specific language.

Cease: The LA proposes to end the EHCP. This can only happen in limited circumstances — for example, if the outcomes have all been achieved, or the young person has moved to higher education. You can appeal a cessation decision to the SEND Tribunal. Most parents win these appeals because councils rarely prove the child no longer needs the plan.

What to do if you disagree with the outcome

You have the right to appeal to the SEND Tribunal within two months of the LA's decision letter. Before you appeal, you must contact a mediation adviser (unless your appeal is solely about the school named in Section I). See our SEND Tribunal guide for the full process.

What to do if the LA misses the 4-week deadline

If four weeks pass and you have not received a decision, write to the SEND case officer formally requesting the decision within five working days. If they still do not respond, you can:

• Complain to the Local Government and Social Care Ombudsman
• Consider judicial review in serious or repeated cases
• Use the delay as evidence in any future tribunal appeal

Transition reviews: Year 6, Year 11, and Year 14

Annual reviews at key transition points are especially important:

• Year 6 review: Must focus on the move to secondary school. The review should happen early enough for the new school to prepare. If you want a particular school named in Section I, start gathering evidence now.
• Year 11 review: Must plan for post-16 provision. The review should consider what course, college, or training setting will meet your child's needs from Year 12 onwards.
• Year 14 review: For young people staying in education or training up to age 25, this review must assess whether the EHCP is still needed and what adult provision might look like.

These reviews require extra preparation because they involve applying to new settings, visiting potential schools or colleges, and sometimes arguing for a particular placement. Start preparing at least six months in advance.

You do not have to wait for the next scheduled annual review if something significant has changed. Regulation 24 of the SEND Regulations 2014 allows you to request an early review at any time.

You should consider requesting an early review if:

• Significant change in needs. A new diagnosis, a sudden deterioration in mental health, or the emergence of a new difficulty that the current plan does not address.
• Provision not being delivered. If the school is consistently failing to provide what is in Section F and this is affecting your child's progress or wellbeing.
• Change of school or setting. If your child is moving to a new school mid-year, the EHCP may need updating to reflect the new setting's capacity and approach.
• Health or social care needs have changed significantly. If your child now has health needs that require provision under Section G, or social care needs that require support under Section H, the plan must be updated.

How to request an early review

Write to the LA's SEND team and the school's SENCO. You do not need a special form. Your letter or email should include:

• Your child's name and date of birth
• The date of the last annual review
• A clear statement that you are requesting an early review under Regulation 24
• What has changed and why the current plan is no longer adequate
• Any supporting evidence (reports, letters, incident logs)
• A proposed date for the review meeting

The LA must consider your request and respond. They can refuse, but if they do, you can appeal that refusal to the SEND Tribunal within two months.

Use this condensed checklist as a quick-reference guide before, during, and after every review. Print it out and tick things off as you go.

Want a printable PDF version of this checklist? Create a free EHCP Compass account to download it, along with letter templates, deadline tracking, and AI-assisted drafting tools.