My EHCP, My Voice

01 · START HERE

What is an EHCP?

An EHCP is short for Education, Health and Care Plan. It is a plan that can explain what support a child or young person needs across education, health and care.

Why this matters
The plan is meant to help adults understand the person and the support that may help. It is not a score, a label, or a measure of how hard someone is trying.

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Pick one question you want answered. You can write it, draw it, say it to someone, or leave it for later. You can write, draw, talk, use pictures or ask someone to help. Skipping a question is okay.

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Which words does EHCP stand for?

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What have you heard about an EHCP?

What would you like to understand first?

Adult note · for parents and carers

In England, an EHC needs assessment gathers information to decide whether an EHC plan is needed. A plan is for children and young people who need more support than is available through SEN support. A young person aged 16 to 25 may request an assessment themselves. Check current GOV.UK guidance for process details.

02 · MY VOICE

My voice and choices

Your views matter. You can tell adults what is important to you and how you want to be involved. You can speak, write, draw, use photos, symbols or communication tools, or ask someone to help.

Why this matters
You can choose what to share, who you want to help, and whether you want to answer a question now, later, or not at all.

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Make a “how to listen to me” note. Include what helps, what to avoid, and how you can show that you need a pause. You can write, draw, talk, use pictures or ask someone to help. Skipping a question is okay.

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How can you share your views?

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How do you like people to communicate with you?

How would you like to share your views?

Who helps you feel understood?

Adult note · for parents and carers

Support participation in a way that works for this young person. Offer accessible information ahead of time, processing time, breaks, choice about who attends and a chance to correct notes. Keep their words distinct from adult interpretation.

03 · MY STRENGTHS

What matters to me

You are more than your support needs. Your interests, strengths, relationships, culture, identity and hopes all belong in the conversation.

Why this matters
A good picture includes what you enjoy, what you are proud of, and the situations where things feel easier.

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Create a “things that are me” page with words, pictures, favourite activities, people, places or interests. You can write, draw, talk, use pictures or ask someone to help. Skipping a question is okay.

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What can help adults understand you?

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What do you enjoy or feel good at?

When does learning or being with others feel easier?

What would you like more chances to do?

Adult note · for parents and carers

Record strengths and aspirations in the young person’s own terms. Include what the environment or relationships make possible. Avoid defining them only by diagnosis, difficulty or a list of deficits.

04 · MY NEEDS

What feels hard?

Some things can take more effort or make it harder to learn, communicate, feel safe, join in or manage a day. Needing help does not mean you are doing something wrong.

Why this matters
You can think about learning, communication, sensory experiences, feelings, health, friendships, movement or routines. Only answer what feels relevant.

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Choose one difficult moment and note: what was happening, what you noticed, what happened next, and what might have helped. You can write, draw, talk, use pictures or ask someone to help. Skipping a question is okay.

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If something feels hard, what can you do?

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What can make a day harder for you?

What do people sometimes misunderstand?

What would you like adults to notice sooner?

Adult note · for parents and carers

Describe functional impact: what happens, in which situations, how often and what it affects. Use specific examples from relevant settings. Include strengths and context, not just diagnostic terms.

05 · SUPPORT THAT WORKS

What helps me?

There may be changes or support that make it easier for you to take part. Helpful support should fit you and be given consistently.

Why this matters
You can be specific. For example: “show me one instruction at a time”, “tell me about changes early”, or “let me use a quieter space”.

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Finish this sentence: “When ___ happens, it helps if adults ___.” Add how you would know the support was helping. You can write, draw, talk, use pictures or ask someone to help. Skipping a question is okay.

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What makes support more useful?

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What helps you learn or join in?

What helps when you feel overwhelmed or stuck?

What would you like adults to try?

Adult note · for parents and carers

Connect each need to evidence-informed support. Describe provision so it can be understood in practice: who provides it, what they do, frequency, duration, setting, group size, training or equipment as relevant. Review what has been tried and its effect.

06 · LOOKING AHEAD

My hopes and goals

A goal is something you might want to learn, do, communicate or experience. It should matter to you. It can be a small step or a bigger hope for the future.

Why this matters
You do not have to know your whole future. Adults can help turn a hope into a next step and work out what support could help.

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Choose one hope and think of a first step, who could help and what would count as progress. You can write, draw, talk, use pictures or ask someone to help. Skipping a question is okay.

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Who should help shape your goals?

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What would you like to learn, try or do more easily?

What might be one small sign of progress?

What would you like to explore as you get older?

Adult note · for parents and carers

Distinguish outcomes from provision. Outcomes describe meaningful change or achievement; provision describes the support adults will deliver. Link both to assessed needs and the young person’s aspirations. Discuss preparation for adulthood in an age-appropriate way.

07 · MEETING PREP

Getting ready for a meeting

Meetings can be tiring or confusing. You can plan what you want people to know and decide how you want to take part.

Why this matters
You can ask for clear explanations, a quiet break, more time to think, an agenda in advance, or someone you trust to help.

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Write three things you want people to remember. Add one question and one thing that would help you feel comfortable. You can write, draw, talk, use pictures or ask someone to help. Skipping a question is okay.

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What can you ask for before a meeting?

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What do you want adults at the meeting to know?

What questions do you want answered?

What would make the meeting easier?

Adult note · for parents and carers

Agree the meeting purpose, attendees, access arrangements and communication preferences in advance. Bring concise examples and questions. Afterwards, record decisions, actions, owners and dates; check the young person understands what happens next.

08 · WHAT HAPPENS NEXT

Checking my plan

Your needs and hopes can change. It is okay to say what is helping, what is not helping, and what you would like adults to understand better.

Why this matters
If the plan does not sound like you, or the support is not happening, tell a trusted adult and ask what can happen next.

Try this activity

Make a short check-in: what is going well, what needs changing, and who can help with the next step. You can write, draw, talk, use pictures or ask someone to help. Skipping a question is okay.

Quick knowledge check · 8 of 8

If your plan is not working, what is a useful next step?

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What support is helping now?

What do you want adults to change or understand?

Who can you talk to about the next step?

Adult note · for parents and carers

Under the current framework in England, EHCPs are reviewed at least annually, with different arrangements for children under five. If there is disagreement about assessment, plan content or placement, consult current official guidance and seek independent advice promptly.

For England · checked October 2026. Government has announced proposed SEND reforms and plans to update guidance, so details may change. Check current GOV.UK guidance. This resource helps people prepare; it is not legal advice or a replacement for official forms or individual advice.

Your answers are saved only in this browser on this device. Nothing is sent to a website. Download your notes before sharing them. The adult guide and printable workbook are included in the accompanying resource pack.

Download the full parent and carer PDF guide