Technically you should have had a full social care assessment under section 17 Children Act 1989, but many parents don't bother, particularly in relation to younger children. Social care for EHCP purposes covers a surprisingly wide range - it's worth having a look at the examples given for what should be in section H1 on page 168 of the Code of Practice.
It's really useful to use paragraph 9.69 of the Code of Practice as a checklist when you're checking the draft, as it summarises what should be in each section - in fact it could be helpful to take a copy with you to the meeting. Mostly you need to ensure that each and every need is properly described in section B: it's not good enough to say, for instance, that you child has literacy or language difficulties, it should describe what the difficulties are, how far behind your child is, how they affect learning etc. Then check that there is provision in section F to meet each of those difficulties, and that it is properly specified and detailed. Waffly terms like "would benefit from" or "regular" or "up to" or "contacts" need to be challenged, as should statements that all provision has to come from school staff: it should say who is to be responsible it terms of their training and experience, e.g. TA, HLTA, teachers, therapists etc. If the LA say they can't specify because the experts haven't advised on this in their reports, ask them to go back to the experts and tell them that their job is to help the LA comply with its legal responsibility to specify and details support.
Many LAs want you to consider outcomes before considering provision, but this is the wrong way round. As paragraph 9.66 of the Code of Practice says, outcomes are meant to be the result of the provision, so in drafting outcomes you need to think about what you want to achieve by the help set out in section F. Outcomes should cover a range of timescales, and should be SMART.