The EP’s evidence should cover needs, outcomes (rather than targets) and provision. Outcomes should be SMART. Provision should be written in a way that is detailed, specified and quantified. It will help you to read the guidance for EPs here. The precise recommendations will depend on DD’s needs.
It is helpful to make a list of anything you would like to say and a timeline of events. Think about things like: strengths and needs, what is working well, what isn’t working, what has been tried but hasn’t worked, what is needed but unable to be delivered, DC’s likes/dislikes/what makes DC happy, what is important to DC/you and what is important for DC, how DC communicates/how others communicate with them, what DC wants to do in the future/aspirations, a bit about family/any other important people in DC’s life, important history/developmental history.
I would request to speak to the EP beforehand to ask questions such as what assessments will be undertaken, what observations will be done (e.g. structured and unstructured times, with peers, with adults), will they meet with DC 1:1, how long they will spend with DC. Ask if the EP will make recommendations for the need for further assessments, e.g. OT, SALT where the EP believes they are necessary. Also, ask the EP to ensure the report is detailed, specified and quantified. Finish by requesting the report is sent to you at the same time as it is sent to the LA - you may receive push back on this, but if you request it, it should be done.
Once you have the report, check it carefully. Particularly for vague and woolly wording around the provision recommendations. 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 is taken from the evidence, so it is important the report isn’t vague. Ask for any woolly wording to be amended.