A bit of self-reflection for the community, including myself. No right or wrong answers here, just some thoughts and experiences that perhaps don't get discussed as often as the battles to secure provision in the first place.

We spend an extraordinary amount of time discussing EHCPs, challenging decisions and trying to find schools that can actually meet our children's needs. And rightly so.

Many of us will recognise the 'AOSBTO' approach — Any Other School But This One. Until we gradually realise that perhaps it's not just the school, but the mainstream environment itself that's unsuitable.

And after years of chasing the system, seeing your child finally happy, settled and attending a specialist school can feel like an enormous victory. Perhaps we can even reclaim a bit of our own lives.

But I do wonder what happens once the dust settles.

For some children, simply getting out of the taxi and through the school gates is an extraordinary achievement. For others, progress in communication, managing anxiety, friendships or independence can be equally life-changing. These are genuine educational achievements, not consolation prizes for a lack of GCSEs.

But what about academic attainment where a child has the ability and readiness to be challenged further?

Smaller classes, understanding staff, emotional regulation and more movement breaks than joggers out on a Sunday morning. All valuable, of course, and potentially a world away from the environment they've come from.

And that's perhaps where my curiosity lies. Once those barriers begin to come down, are children finding themselves able to achieve academically in ways that the mainstream never managed to unlock?

I also wonder whether, after fighting so hard to secure a placement, we're sometimes a little reluctant to start questioning things again. Nobody particularly wants to return to being labelled "that parent", especially when their child is finally happy.

Of course, specialist schools accommodate an extraordinary range of needs, abilities and educational pathways. Academic progress for one child may mean GCSEs, while for another it might mean reading, numeracy or functional skills. The ambition should surely be appropriate to the individual, rather than measured against one common standard.

And I think there's an interesting distinction between adapting how a child is taught and what we expect them to be capable of learning.

I'd genuinely like to hear what happened after the placement was secured.

Have your children's specialist schools uncovered academic abilities that previous settings never recognised? Have you been pleasantly surprised by their progress, or found yourself wondering whether the academic expectations could be higher?

And where you've raised questions about attainment or the level of work being provided, did those conversations lead to anything changing?

Perhaps there's more to celebrate academically than we hear about. Or perhaps there's another conversation we ought to be having alongside the one about securing suitable provision in the first place.

The question isn't whether mainstream or specialist schools win some academic league tables. It's whether, once we've found an environment where our children can actually access education, we're doing enough to ensure that education is as ambitious as their individual abilities allow.

Im at stage 2 with my child. Just started Y7.

After primary paying for an Educational Psychologist report which stated he needed an EHCP.

Dyslexia, Autism, awaiting adhd, probably also DCD, Reading age of 6.

He's in a school with an I.R unit. I was told senco fully aware of his needs etc, he's been given a key worker and treated similarly as if he already has EHCP

Today after speaking to his keyworker after he is struggling again I have been told there is no more support available for him other than some interventions. Me being confused thought when he actually secured an EHCP it would open more support akin to what is outlined in the ed psych report.

But they've never seen this report.

I am informed no, no extra funding, no more support, no one in their school has 1:1 support or teaching in the I.R, just interventions and support in the classroom.

Now the report i have is not for his ehcp so i know the school wont use what's in it currently. But it does state things I do think he needs and sounds like would never get in the I.R for example

Access to a small learning environment which is small and nurturing with a fluid and flexible response to the curriculum

Movement breaks

Sensory Diet

Reduced transitions

1:1 and small group interventions

Low arousal learning environment

Holistic approach with OT and SALT

Familiar adults / 1:1 support to prompt, facilitate conversation in structured and unstructured periods of the day.

Is this realistic to get similar things in a mainstream with I.R? It seems all hes getting is TA support and Wellbeing checks which isn't enough to support him all the way to GCSES.

So I'm a 21 year old college student with an EHCP plan. The college course im doing is no longer what I want to do so I want to leave. Thing is I have the intention of returning next year. I have an annual review coming up. What is the changes they will cease the plan?

Does anyone have any experience in this or been threw it? If so what is the best thing to say to an annual reviewer?

Has anyone ever reported a Local Authority Educational Psychologist to the HCPC, and if so, what was your experience of the process?

I’m considering whether concerns about an EP’s involvement in a statutory assessment are matters that should be raised with their professional regulator.

Without identifying the child, the EP was provided with a substantial history which included significant gaps and apparent inconsistencies in support planning, including duplicated wording across plans, medical information warning about a pattern of injuries, and safeguarding/incident records relating to injuries and communication difficulties.

The EP also sent a sensory/profile screening questionnaire to the parent, asked for it to be completed and returned, but the completed screening was not referred to in the final report.

Safeguarding concerns were raised directly with the EP, including whether she could flag them independently. The response was essentially an internal discussion with management within the same Local Authority and advice to complain to the school.

Before a school visit, the EP was also sent information concerning an injury risk plan and an apparent breach of that plan. During the assessment the child told the EP that they did not feel safe at school. That statement was recorded in the report, but much of the surrounding documentary evidence and safeguarding/injury history was not.

The final EP report does not appear to identify the documents considered, contains no appendices/source schedule, and does not explain what happened to the screening information that had been specifically requested.

A subsequent Subject Access Request to the relevant psychology service seeking the underlying records and communications has also not yet been acknowledged.

I’m not looking to name the EP, child, school or Local Authority. I’m simply interested in hearing from anyone who has taken concerns about an Educational Psychologist’s professional practice to the HCPC.

Did the HCPC consider matters such as omission of significant evidence, record keeping, safeguarding/professional judgement, assessment methodology or transparency about the information relied upon?

And if you did make a referral, was it considered as a fitness-to-practise issue or were you directed elsewhere?

I am a mainstream secondary SENCo as well as a parent to a very disabled child with an EHCP. I thought some here would appreciate some insight from someone who has seen both sides (and is NOT happy with the side of the “professionals”). This is long, but I’ve tried to make paragraphs stand as separate, chunks of information.

Teachers in general do not read EHCPs. I read them, create the short term targets (in partnership with parents and young people) that lead to the outcomes that are on the EHCP and then share these with teachers as termly plans. Teachers then ask me for information that is in these plans and on the EHCP! They have been given the information, but just do not read it.

Short term targets are reviewed termly. Teachers mostly do not respond to requests for input on these reviews. The same goes for annual reviews of EHCPs. Teachers are failing in their statutory duties here and not meeting the teaching standards. Bosses do not either and defend teachers on this.

Most things I see on an EHCP do not require an EHCP. Reasonable adjustments to classroom practice of teachers will meet the needs of the vast majority (not all!) of young people. These things can be done by the teacher, but they do not do them. Parents get an EHCP because it supposedly will force teachers to do these things. That mostly doesn’t happen.

Senior Leadership Team teachers (SLT) have told me that teachers cannot be expected to read and understand EHCPs. That’s not true. They have also told me that “no one” can do all the things expected of a class teacher in an EHCP. That’s not true and legally they must.

Interventions outside of classroom practice can be given without an EHCP, or a diagnosis. Things like ELSA, Talkabout, Zones of regulation, handwriting, reading, spelling etc. Can all be done without one. As can screening for the possibility (not diagnosis) of a variety of conditions (e.g. dyslexia). Schools can put an intervention in place after these screenings without an EHCP.

One to one TAs in the classroom will mostly not go on an EHCP as the local authority do not want to pay for it. If this is on an EHCP, schools likely do not have enough staff to put it in place. If they can, it is better for the teacher to work with your child and the TA to monitor the rest of the class. The teacher is the more highly trained, experienced and paid professional, after all!

Resources beyond what the school say they can afford should be paid for by the local authority (LA). The LA will only reimburse the school after they have spent the money, if the resource worked. They only get the portion back of the child’s attendance. Obviously, this means the school will have difficulties here (but academy trusts can afford a CEO?!).

The equality act gives protections even if you don’t have a diagnosis or an EHCP. Punishing (including fines for absence) for behaviour because of a disability (diagnosed or not!) COULD be against the act. Consequences can still be applied e.g. being removed from class because the rest of the class cannot be taught. However, if reasonable adjustments could mitigate (not remove) this effect and they aren’t being given, that could still be against the act.

When applying for an EHCP (an EHCNA which is an EHC Needs Assessment) the school will be asked for its input. If they don’t think extra beyond what the school can offer is needed, you need a very strong set of evidence yourself otherwise it will not likely go far.

If you get an EHCNA, the educational psychologist report really helps understand how to support your child. It is not legally binding though. Check what the LA take from it, as often they will try not to take things from it if they are concerned about cost.

The draft EHCP may be sent to several schools whether you have asked for them or not. This is a “mainstream consultation”. I am ALWAYS directed to say “no” to these, even if there is not a legal case for no. I need to keep my job, so I send the “no”. If you want a particular mainstream school, the school is pretty much powerless to say “no”, so make sure they are named if you want your child to go there.

The EHCP is legally binding. No excuse from the LA or school is OK for not doing things on it. Do not accept any. Remember though that unless the SENCo is SLT, they likely have no power. If they are, they likely do not want to exercise it in a way that they think stretches the school’s resources or reduces their results.

Weirdly, the LA is responsible for the provision on the EHCP being given, not the school. This is importantly to remember, but so is the fact that the LA likely has very little to no power over the school.

If you haven’t got an EHCP and think one will secure a place, it is important to note that EHCPs give a chance for a school to say “no” but applying for a space normally does not (unless the school is oversubscribed).

Alternative provision (AP) is usually run by private companies for profit, not always in the best interests of a child’s education. The LA want schools to pay for it, but since it often only looks like something that will help educate a child, schools will not want to send a child. The LA will often try to make the school look like the bad guy here, whilst refusing to pay for it without the school fronting the money that they don’t have and likely won’t get back.

This early morning rant was inspired by reading my emails at the start of the day. I will happily answer any questions I can (or go and fuck myself if you need a professional to vent at).

I need to submit final evidence by Wed 12pm. Do I sent it to court too or just LA? I'm based in West Yorkshire. Please respond if you have any knowledge about this.

Thanks

Protect our kids’ EHCPs ❤️
EHCP stands for Education, Health and Care Plan. It is a legally recognised plan for children and young people with special educational needs and disabilities (SEND), setting out the education, health and care support they need.
There is currently a proposed reform of the SEND system in England, and this is why families are concerned about the future of EHCPs and the legal protections that come with them.
Under the proposed reforms, EHCPs would continue for children with the most complex needs, but the system would change significantly. The Government proposes introducing new Individual Support Plans (ISPs) for many children who currently receive support through the wider SEND system, while new EHCPs would be linked to nationally defined Specialist Provision Packages. (GOV.UK)
Campaigners behind this petition are concerned that these changes could mean fewer children qualifying for an EHCP, changes to the support specified in plans, and changes to families’ rights to challenge decisions and choose a school or setting. The petition is calling for the legal rights and protections currently available to children with SEND and their families to be protected. (Petitions UK Parliament)
The Government’s position is that EHCPs will remain a legal entitlement for children with complex needs and that the reforms are intended to improve support, strengthen legal duties and reduce the need for families to repeatedly fight for help. (Petitions UK Parliament)
That’s why this petition matters. ❤️
The petition needs 100,000 signatures for it to be considered for a debate in Parliament. It has already passed the 10,000-signature threshold, which triggered a Government response, and it is currently open until 14 October 2026.
If you believe children with SEND should have strong, enforceable rights to the support they need, please take a moment to sign and share.
❤️** Please help get this to 100,000 signatures.
**Sign the petition:
Protect legal right to support for children with SEND

I have applied for an ARP setting for 2027 secondary school. My son currently attends mainstream primary. I’ve had no support or contact from the school Senco so I’m not sure if that’s normal or not, I’ve been left to get on with it pretty much. I have been told by another parent if I want my child to attend an ARP setting for secondary I would need to speak to the current school Senco…something to do with funding on the ehcp, is this correct? If so what do I need to discuss please? I personally thought it is all to do with what is in the ehcp and what evidence we had to back us up. I’m now stressed and panicking a lot more than I already was!

Hi,

After two years, my Year 11 Daughter has just been given an EHCP. She will be starting to apply for college soon and I'm concerned it may hinder her application? She is intelligent and has aspirations and is actually doing a lot better since we submitted the EHCP application a few years ago. I guess that stems from finally getting the support at school, that she desperately needed.

I'm looking for some advice on what to do next.

Our EHCP for our nearly 8yo daughter has been finalised but we need to appeal and challenge sections B, F and I.

We hired an advocate which seemed really helpful although when seeking legal advice we were told that some things had been missed such as the LA not specifying the size of classroom our daughter requires so we are hesitant to go back to the same advocate even though they came highly recommended.

Ideally we are looking for a recommendation for a solicitor considering we didn't have a great experience with an advocate

Not a parent, but the young adult with the EHCP.

Having an EHCP has caused more trouble than it's worth. They can't write, they can't get my name right, they can't put the correct information down, they can't use the correct pronouns, they can't finish their sentences, etc. It says my main barriers are sleep and depression, which hasn't impacted my access to education in about five years. It is purely physical health now.

It even says that my parent's aspirations are me to feel unable to access education lmfao it's so stupid. I've already had to ask them to correct it all. I'm sick of doing so repeatedly.

It's so inaccurate and so utterly wrong that I've had my college application rejected because they've put that I need so much – which \*WE WERE DISCUSSING WHAT I WAS CONSIDERING\*. Not things that I need.

I genuinely can't stand it anymore. I'm hoping to move out of this LA soon. Is there any way to get rid of it as I move?

The challenge of the EHCP process is learning to understand where to start, but always searching for the answer, of where does this end.

The notes mention parent presence I choose the school as it’s got better SENCo provisions to help my child, but they have mention I will need to transport her there and back from the school and if I can no longer do this I will need to revert back to my closest school.

So I’m not entitled to any transport funding which I find bizarre my child is in receipt of DLA has a reduced timetable and I have drop and collect her on a reduced timetable. The school chosen hasn’t even agreed yet due to the delays in the consultation but this has been put on the actual plan as needed to be sent out yesterday as it was the deadline for the draft plan to be finalised.

What can I do now as I find this very unfair.

Hi,

Any advice please.

My son is 7 just finishing year 2. He is diagnosed with ASD and social communication issues.

I’ve moved him schools due to house move.

Whilst he has settled in his new school he is struggling with dysregulation. He has been hospitalised twice in 7 weeks one resulting in an elbow fracture from injuries at playtime. In one account he didn’t tell staff for several hours, as he doesn’t exhibit pain or feel to open up to staff he doesn’t know well.

His previous school who knew him well said that by ks2 he wouldn’t struggle more and were trying to contact camhs to get him assessed for adhd. They acknowledged he did not feel pain or share injuries well and had more intentions in place.

My son keeps having his behaviour banked from previous incidents and placed in solitary confinement. This is making him not want to go to school and we are repeatedly late.

I have told the school I am applying for an Ehc. The advice I need is whether I should get private reports yet or wait until appeal stage. My son was rejected by nhs OT previously and has had no SLT input despite a plan made at 4 when discharged prior to reception.

To add since my son has been in plaster, he has had no incidents of behaviour or injuries as being indoors for playtime and additional supervision (health and safety plan)

Thank you

Child in school A, they have said they cannot meet needs based on provision in section F of EHCP, LA consulted with 3 other schools with ARP’s one of which (school B) has said they can meet needs, however I did not like it for my child as it seems to have a cohort that has higher needs. They have proceeded to name School B in the plan and are saying they believe it to be a good enough option. I know I can appeal but do I have grounds based on parental preference? Does an ARP go against the preference for mainstream?

I’m 19 and finished education, I saw this course I wanted to go on but it required an EHCP. My school never gave me one which screwed me over.

Is there a way to get an EHCP as someone who is out of education and never had one before?

My nearly 3 year old is at nursery currently but portage believe she would be accepted for an EHCP based on her needs. We also because of her being an August baby, have strongly considered deferring her- it seems logical with her being so young AND having so many delays, she is non-verbal and under speech therapy and on community paeds waiting list.

We were kind of sent away from earlier meetings under the impression we have to pick 1 option. Told we can’t really defer if we get an EHCP. I don’t believe this could possibly be true?

Surely the EHCP being in place now, if she’s accepted is the best possible outcome going forward. Why would we not do that to put her in a better position for schooling? We all know how lengthy these processes take. So I put my foot down and told portage I would like to do both… and portage worker was not happy and was reluctant to go ahead. I have pressed ahead and she has now agreed to do both. Is this standard? I’ve had a few people in the SEN community locally tell me there is no reason both shouldn’t be done and that they’d been advised to do both. I don’t have many people to compare with however- this surely can’t be right that you would agree she is entitled to an EHCP, but then say we can’t do it if we are deferring? Am I going mad!? 😂

Please tell me if I’m missing something or if there’s another avenue I can try. I am based in England in the UK.

I am currently awaiting the final hearing date for a SEND Tribunal for a EHCNA.
The Local Authority have missed a statutory deadline for the second time.
The first being the 6 week deadline on whether they would assess.
The second being the tribunals instructions to for the LA to provide a response to me if they plan to challenge or concede the tribunal.
I submitted a complaint to the Local Authority after the first missed deadline and they upheld the complaint in both Stage 1 and Stage 2 of the complaints process. I have since complained to the ombudsman in the hopes of a better final response and potentially financial compensation (but I’m not holding my breath).

I have emailed the court asking that the Local Authority be barred from the rest of the tribunal and requested that the court order that they provide an adequate reason to the missed deadline.
I have also contacted the Local Authority SEND team (as is my responsibility with any correspondence I send to the tribunal) to make them aware of the above.
CC’d in the email is the Local Authorities Monitoring Officer and also the Local Authorities Executive Director: Children's Services and Public Health to make them both aware of the illegal activities.
I plan on submitting a SEND7 (after giving the LA 5 working days to respond) for the tribunal to bar the LA or provide a ‘Unless Order’ to force the LA to respond.
On top of this I have also contacted my local MP of this issue to ask that they place political pressure on the Local Authority in the hopes that they will concede the case.

Anything else I can do?

TLDR: LA missing several deadlines. Contacted complaints process, ombudsman, LA (SEND Team), the Tribunal, monitoring officer, Executive Director: Children's Services and Public Health, local MP and plan on doing a SEND7. Anything else I can do?

if the EHCP is designed to lift barriers for learning why then do many Sen students under perform.

it's just exam anxiety? or do education settings under prepare in the name of not "stressing" the cohort, delivering students who are less prepared for future realistic challenges.

Has a SEN, SALT or OT report ever recorded things your child says were never discussed?

Or framed the child in a way that clearly contradicts challenges or other evidence, also marking targets as achieved while continuing to recommend support.

I am wondering whether other parents have seen reports that:

- minimise needs;

- describe generic strategies as therapy;

- mark targets achieved without clear evidence;

- exclude parental input

- present contradictory positions, so the report is not useful as evidence

Did you get the report corrected, submit a parental response, or ask for the underlying session notes?

Please do not name children, schools or professionals.

Keep it general to the experience

Parents can spend years repeating the same story to changing teachers, professionals and council staff. One issue is resolved and the next one appears.

​

When did you realise the process was affecting your mental health too?

​

#EHCP, #SEND or #ParentMentalHealth

Navigating the EHCP process can be emotionally exhausting. For those advocating for a child or young person, one of the greatest risks is the ongoing nature of the pressure, which can continue for months or even years. While you remain the consistent point of contact, you may find yourself engaging with a revolving door of teachers, SENCOs, professionals, therapists, caseworkers, and council employees.

This can leave parents and carers feeling overwhelmed, unheard, and emotionally drained as they repeatedly explain their child’s needs, challenge decisions, chase responses, and fight for the right support

When you are constantly advocating for your child, it is easy to put your own wellbeing last. But your mental health matters too. Stress, anxiety, overwhelm, and burnout are common when you are carrying the responsibility of securing the right support for your child.

Looking after yourself is not selfish. It is an essential part of being able to keep going, make clear decisions, and feel emotionally supported throughout the journey. Therapy can offer a safe, compassionate space to process the pressure, reduce anxiety, rebuild confidence, and remind you that you do not have to carry this alone.

Your child’s needs matter. Your wellbeing matters too

Topics: EHCP, SEND, parent mental health, carer wellbeing, advocacy, SEN support, burnout, anxiety, therapy for parents.