Draft EHCP is rubbish. What do I need to do?

[ImOnTheeWay]

We have received DS draft EHCP; whilst it is thorough in identifying his needs , section F is rather bland

Statements such as he should have the “equivalent of a level 3 TA “ for a minimum of 15 hours per week support used flexibly for group work and 1:1. It does not state exactly how many hours and what it would be used for.

There is no mention of the speech therapy he needs in class although this was raised by SaLT .

DH thinks that as this is a draft plan, it will all be sorted out and specified at our next meeting. I think we should ask the LA for alterations and for it to be specified BEFORE our meeting .

Advice ?

Morning guys

I need a bit of help with our 1st EHCP draft ,LA have sent it over but there is no mention of any time scale to aproove it are if i can make any ajdustments to it. So in section F it says( frequency )daily throughout the school day would you say that is wooly wording as there is alot of those in section F does that need changing if so what am i looking for them to put instead im neurodiverse so i need it explained me where it makes sense .

So example child needs tasks broken down ( daily throughout the school day by a LSA is that ok ?

@TheLovingLemonBee you would be better start your own thread. The LA must finalise with 20 weeks of of the EHCNA request, or within 14 weeks of the Order if you had to appeal refusal to assess but not refusal to issue, or 11 weeks of the Order if you had to appeal refusal to issue. You can make representations. Provision in EHCPs is based on the evidence though, so if the evidence is vague and woolly or inaccurate you will need to request the LA goes back or the report writer. I prefer the wording whole school day.

Sorry i thought i had started my own thread im new to this 🙈 yes i appealed and won but im now trying to work out if the draft is good enough are it needs changing ive no clue what im doing but yes whole school day sounds better. Thank u

@TheLovingLemonBee go through all the reports with highlighters. Highlight all DC’s special educational needs in one colour and all the provision to meet those needs in another colour. Each need should have corresponding provision.

Then go through the draft and make sure all the highlighted needs are in B and the highlighted provision is in F. Make a note of anything the LA has omitted from the draft, any needs without corresponding provision, any woolly and vague wording, anything the reports have failed to include, and any reports the LA has failed to include.

When you go through F, look out for vague and woolly wording. This is very important. For example, “access to”, “would benefit from”, “regular”, “up to”, “or equivalent”, “opportunities for”, “as appropriate”, “would be useful/helpful”, “such as”, “e.g.”, “etc.”, “as required”, “as advised”, “key adult(s)”, “small group”. Provision must be detailed, specified and quantified, otherwise the EHCP isn’t worth the paper it is written on and cannot be enforced.

When you find vague and woolly wording, check the reports to see if they are woolly and vague or if the LA has watered down provision. If the reports are vague and woolly, ask the LA to go back to the report writers to make the reports detailed, specified and quantified. If the LA has watered down provision, request the LA stick to the wording in the reports.

Also make sure any health or social care provision that educates or trains is in F. For example, LAs like to put things like SALT and OT, etc. in G (health care provision) when it belongs in F (special educational provision).