I am working on the draft, would something like this work?
SMART - Specific, Measurable, Achievable, Realistic, Time Bound
"Daily, intensive literacy intervention starting from phonics fundamentals."
What is intensive? That could be 15 minutes of Read, Write, Inc. in a group of 30 children. Or it could be 15 minutes of 1:1 phonics teaching.... An hour? 2 hours? Will he have the stamina for intense intervention?
What does 'phonics fundamentals' mean and what does that look like? Who delivers it? How often? What is the evidence that it's required? Where is it specified as a need?
"Responsibility for intervention clearly assigned to a specialist teacher or trained TA, with specific targets and measurable progress tracking."
What defines a trained TA? What makes a teacher specialist? Who sets the targets? How are targets defined? What measure of progress is used? What is done with the tracking? How often is it reviewed? Honestly, it's meaningless waffle. Again, what evidence do you have that he needs a trained TA or a Specialist teacher?
Explicit inclusion of multi-sensory approaches:
"Audio books, visual word banks, word-image associations"
Is this listed as a need in a report, or is it the usual vomit on a page of all the stuff dyslexic kids might benefit from? Most of this stuff can be provided in mainstream. All schools provide word banks.
"Literacy-boosting games (e.g., Bananagrams, Apples to Apples)"
When will this be used? How often? For how long? In a group of children? 1:1 with a TA?
"Home reinforcement strategies (e.g., Paired Reading with parent guidance)"
How is this relevant to his school provision? Are you intending that school provides guidance? What makes it special educational provision rather than a good thing for a parent to do?
"Access to structured spelling programmes (e.g., Hornet) once reading is established."
Is this in a report? Access to means it's there if he wants it. It doesn't mean it has to be used. So, again, how often? How long for? Who with? How reviewed?
"Use of computer-based literacy programmes (e.g., Lexia, Spellodrome, Phono-Graphix/Accelerated programmes)."
Is this in reports? Again, most mainstream schools will have access to this stuff.
"This is what I want them to add in the Literacy Sec F
I still need to add few things."
This really isn't how the EHCP process works. You don't write a bucket list. You have professional reports which state outcomes and needs/provision. They are then -watered down by- incorporated by the LA into section B (outcomes) and section F provision.
This is by no means perfect, or even very good, but it is an example from DD2's EHCP:
DD2 requires 6 direct occupational therapy meetings to build rapport and complete the education assessment and subsequent sensory diet and movement programme with DD2 to support her interaction with her education programme, at home by DD2 and adult support / family. Following initial relationship building of 6 sessions. DD2 will receive ongoing 12 sessions per academic year and additional time for review, updating programmes / attending review meetings. 18 sessions in total throughout the academic year.
To be provided by: a qualified Occupational therapist Staff/ student ratio: 1:1
How much/ quantity: one hour Termly review.
How often: 18 sessions per academic year "
An excerpt from DD1's EHCP. Terribly wooly, to be honest, but it does specify that she needs support constantly:
"Adults to provide mediation to work systematically, model labelling as a strategy before starting a task and the need to be accurate, e.g. describe exactly what you can see, then formulate a plan/break down into steps. Use visuals such as task planners to support this process. DD1 will need constant encouragement and motivating factors to keep her on track.
To be provided by: College
Staff Staff/ student ratio: 1:1
How much/ quantity: At all times in all lessons.
How often: Every lesson"
I'm concerned that you have been misled somewhere about how the EHCP process works and that you think you can just ask for things that you think are important. You really need to read the posts by @ChasingMoreSleep again. They have extensive experience in helping parents to ensure that EHCPs meet the legal standard and holding LAs to account if they don't. If you try to add stuff that isn't evidenced, the LA would knock it back and you would then lose at tribunal because you don't have any evidence that it's needed.
You need to be critical when you are assessing the wording. Think of a 10 year old that really doesn't want to do what you've told them to do. "Well you said 'at some point' so I didn't do it yet". "Well you didn't say I had to do it, you just said you'd like me to do it...." "Well you said it would be nice to include Tommy, you didn't say I absolutely had to."