Agree with the above.
I would also add that you should have been given copies of all the professional reports that have been used to write the EHC Plan.
Go through all of them with 2 highlighters. Highlight all of your child's needs (eg poor organisational skills, difficulty with time keeping, slow processing) in one colour and then all the provision to meet the needs in another colour. There should be provision to meet each need identified.
For example you might have a Speech and Language Therapy report which says "X has great difficulties with social communication." This would go into Section B of the EHCP. The SLT might go on to say "X needs a social skills programme devised and delivered by a qualified Speech and Language Therapist for one hour each week." This would go into Section F of the Plan.
When you have done this for each one of the reports, go through the draft plan and make sure all the needs you have highlighted in the reports are in Section B and make a record of any that have been omitted.
Then make sure all the provision you have highlighted in the reports are in Section F and again make a record of any that have been omitted.
Give the LA a copy of your records of missing information and tell them that everything that has been missed out needs be included in the final EHCP.
If any reports are vague or woolly and use phrases like "requires access to", "would benefit from," "opportunities for", "regular" "high level of" tell the LA they are not acceptable and they need to go back to whoever wrote the reports and make them more specific, so that the EHCP can be amended with the specific information.
The Code of Practice is very clear that reports and EHC Plans must be detailed and specific.
a) Specificity in professional reports:
9.51
“The evidence and advice submitted by those providing it should be clear, accessible and specific. They should provide advice about outcomes relevant for the child or young person’s age and phase of education and strategies for their achievement. The local authority may provide guidance about the structure and format of advice
and information to be provided. Professionals should limit their advice to areas in which they have expertise. They may comment on the amount of provision they consider a child or young person requires and local authorities should not have blanket policies which prevent them from doing so.”^
b) Specificity in the EHCP
9.61
“EHC plans should be clear, concise, understandable and accessible to parents, children, young people, providers and practitioners. They should be written so they can be understood by professionals in any local authority.”
9.69
Section B ( Page 164)
“All of the child or young person’s identified special educational needs must be specified.”
Section F (Page 166)
“Provision must be detailed and specific and should normally be quantified, for example, in terms of the type, hours and frequency of support and level of expertise, including where this support is secured through a Personal Budget
• Provision must be specified for each and every need specified in section B. It should be clear how the provision will support achievement of the outcomes
• Where health or social care provision educates or trains a child or young person, it must appear in this section (see paragraph 9.73)”
www.gov.uk/government/publications/send-code-of-practice-0-to-25