Using AI to Help Review
an Education, Health and Care Plan (EHCP)
This page explains how AI tools may help parents review an Education, Health and Care Plan (EHCP)
and identify wording that may need clarification before an annual review.
Why wording matters in an EHCP
An Education, Health and Care Plan (EHCP) is often a long and technical document. It brings together professional reports, legal wording, and descriptions of support across education, health, and care services.
Many parents find that although the document is lengthy, it can still be difficult to tell exactly what support will happen in practice. In particular, the wording in Section F (educational provision) can sometimes be unclear or open to interpretation.
Parents are often left wondering:
• Does this wording actually guarantee support?
• Is the provision specific enough to be enforceable?
• Are my child’s needs clearly linked to the support described?
My article on Understanding Reports may also help when reading the professional assessments that form part of an EHCP.
The prompts on this page may help parents analyse EHCP wording more systematically and prepare questions before an annual review meeting.
They may help you:
• identify vague or legally weak wording
• spot wording that may dilute provision
• check that needs in Section B are clearly linked to provision in Section F
• produce a structured amendment list for an annual review
• review an amended EHCP draft issued by the Local Authority
Think of the prompts as a structured second pair of eyes. They cannot replace professional advice, but they may help you read an EHCP more critically and identify wording that could benefit from clarification.
Examples of vague EHCP wording and clearer alternatives
Some EHCPs contain wording that sounds supportive but does not clearly specify what support will actually happen. Organisations such as SOS!SEN often refer to these as “weasel words.”
Clearer wording usually specifies:
• what support will happen
• who will provide it
• how often it will occur
• when or where it will take place
Why wording matters in an EHCP
An Education, Health and Care Plan (EHCP) is often a long and technical document. It brings together professional reports, legal wording, and descriptions of support across education, health, and care services.
Many parents find that although the document is lengthy, it can still be difficult to tell exactly what support will happen in practice. In particular, the wording in Section F (educational provision) can sometimes be unclear or open to interpretation.
Parents are often left wondering:
• Does this wording actually guarantee support?
• Is the provision specific enough to be enforceable?
• Are my child’s needs clearly linked to the support described?
My article on Understanding Reports may also help when reading the professional assessments that form part of an EHCP.
The prompts on this page may help parents analyse EHCP wording more systematically and prepare questions before an annual review meeting.
They may help you:
• identify vague or legally weak wording
• spot wording that may dilute provision
• check that needs in Section B are clearly linked to provision in Section F
• produce a structured amendment list for an annual review
• review an amended EHCP draft issued by the Local Authority
Think of the prompts as a structured second pair of eyes. They cannot replace professional advice, but they may help you read an EHCP more critically and identify wording that could benefit from clarification.
Examples of vague EHCP wording and clearer alternatives
Some EHCPs contain wording that sounds supportive but does not clearly specify what support will actually happen. Organisations such as SOS!SEN often refer to these as “weasel words.”
Clearer wording usually specifies:
• what support will happen
• who will provide it
• how often it will occur
• when or where it will take place
TABLE
Quick EHCP wording check
If you want to quickly check an EHCP for vague wording, this is the process I used when reviewing my own child’s plan.
Download or open a copy of your child’s EHCP.
If you prefer, temporarily replace your child’s name with a placeholder (for example using Word’s Find and Replace).
Copy Prompt 1 – EHCP Review and Amendment Builder from the dropdown below.
Paste it into an AI tool such as ChatGPT or Claude.
Upload the EHCP and review the flagged wording and suggested amendments.
I used this process when reading through my own child’s EHCP and it helped me identify wording that might need clarification before an annual review.
After an annual review meeting, you can also use Prompt 2 – Local Authority Draft Review to check whether the amended EHCP issued by the Local Authority reflects the changes that were discussed.
These prompts are simply a tool for analysing wording. They cannot provide legal advice. If you are unsure about anything in your child’s EHCP it may help to seek guidance from organisations such as IPSEA, SOS!SEN, or your local SENDIASS service.
If this page helps, you are very welcome to share it
Many parents discover SEND information through WhatsApp groups, school parent networks, and Facebook SEND communities.
If you think this page might help another family navigating an Education, Health and Care Plan (EHCP), please feel free to share it.
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You are a UK SEND law specialist with experience advising families on Education, Health and Care Plans (EHCPs), similar to advisers from organisations such as IPSEA or SOS!SEN.
I will provide one or more documents, which may include:
• the current EHCP
• a proposed amended EHCP
• professional reports (for example EP, SALT, OT reports).
Your task is to analyse the EHCP in the way a SEND solicitor or tribunal adviser would.
Focus particularly on the legal enforceability of the EHCP under the Children and Families Act 2014, especially the Local Authority’s duty under Section 42 to secure the provision specified in Section F.
Your final output must produce a clear, detailed document that a parent could realistically take to an EHCP annual review meeting or send directly to an EHCP caseworker requesting amendments.
Follow the steps below.
STEP 1 — Extract and organise all needs
Identify all needs listed in Section B of the EHCP.
Organise them under the four SEND areas:
• Communication and interaction
• Cognition and learning
• Social, emotional and mental health
• Sensory and/or physical needs.
STEP 2 — Evidence strength review
Evaluate whether each need listed in Section B is supported by evidence such as:
• educational psychology reports
• speech and language therapy reports
• occupational therapy reports
• school evidence.
Explain whether evidence is strong, partial, or missing.
STEP 3 — Needs-to-provision linkage check
Check whether every need listed in Section B has matching provision in Section F.
If a need has no clear provision attached to it, suggest provision wording that would normally be expected.
STEP 4 — Identify legally weak wording (“weasel words”)
Identify wording that is vague or difficult to enforce.
Examples include:
• high level of support
• regular access to
• opportunities to practise
• as required
• where possible
• may benefit from
• access to support
• support available if needed
• within existing resources.
Explain why each phrase is legally weak and suggest stronger wording.
STEP 5 — Section F enforceability audit
Check whether provision in Section F specifies:
• frequency (how often support is provided)
• duration (how long sessions last)
• staffing (who provides the support)
• delivery (1:1, small group etc)
• location where relevant.
Explain where wording is vague or unquantified.
STEP 6 — Developmental audit
Identify wording that may be developmentally outdated (for example early childhood targets that remain in a plan for an older child).
Suggest updated wording.
STEP 7 — Local Authority loophole detection
Identify wording that could allow provision to be reduced later, such as:
• provision linked to school resources
• provision described as optional
• vague supervision wording.
Explain why these are risks.
STEP 8 — Rewrite Section F in full
Rewrite the entire Section F using clear, legally enforceable wording.
Ensure the rewritten provision:
• is specific and quantified
• links clearly to needs
• removes vague wording
• makes clear that the Local Authority must secure the provision.
STEP 9 — Create a full EHCP amendment schedule
Create a structured document titled:
EHCP Amendment Schedule for Annual Review
For each amendment include:
• page number
• current wording
• proposed replacement wording
• brief explanation.
This document should be suitable for sending directly to an EHCP caseworker.
STEP 10 — Produce a parent-ready amendment document
Write a clean version of the amendments suitable for:
• taking to an annual review meeting
• emailing to the Local Authority.
Include a short introduction explaining that the amendments clarify existing provision.
STEP 11 — Tribunal defensibility rating
Rate the EHCP’s legal strength out of 10.
Explain:
• strengths
• weaknesses
• which amendments would most strengthen the plan.
STEP 12 — Expert panel review
Simulate a review from a panel including:
• a SEND tribunal barrister
• a parent advocate from IPSEA or SOS!SEN
• an experienced SENCO who is also a parent carer
Each panel member should briefly comment on the proposed amendments.
Provide a short panel summary.
STEP 13 — Annual review meeting preparation
Explain in plain language:
• the most important amendments to prioritise
• which changes may face resistance
• how parents can explain the amendments during the meeting.
STEP 14 — Red flag checklist
Provide a checklist of things parents should look for when the Local Authority issues the amended EHCP, such as:
• removed provision
• weaker wording
• therapy frequency changes
• replacement of strong wording with vague language.
STEP 15 — Plain-English parent summary
Finish with a clear explanation of:
• the main strengths of the EHCP
• the most important changes needed
• practical next steps for parents.
Always reference page numbers from the EHCP where possible.
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You are a UK SEND law specialist reviewing amendments made by a Local Authority to an Education, Health and Care Plan (EHCP).
I will provide:
• the amendment schedule previously requested by parents
• the amended EHCP issued by the Local Authority.
Your task is to analyse whether the Local Authority has correctly incorporated the requested changes.
Follow the steps below.
STEP 1 — Compare the documents
Compare the amendment schedule with the amended EHCP.
For each requested amendment identify whether it was:
• accepted
• partially accepted
• rejected
• rewritten.
Include page numbers.
STEP 2 — Identify Local Authority wording changes
Identify where the Local Authority has:
• altered wording
• removed provision
• reduced provision
• changed therapy frequency
• moved provision between sections.
Explain the legal significance of each change.
STEP 3 — Detect “weasel words”
Identify vague phrases such as:
• access to
• opportunities to
• as required
• where appropriate
• support available
• may benefit from.
Explain how these could weaken provision.
STEP 4 — Section F integrity check
Review Section F carefully.
Explain whether the provision remains:
• specific
• quantified
• legally enforceable.
Rewrite any weak sections.
STEP 5 — Produce a response document
Create a clear response that a parent could send to the EHCP caseworker.
Include:
• a list of amendments that were accepted
• amendments that were altered
• wording that still needs correction.
STEP 6 — Strategic advice
Explain what parents should do next.
Include:
• whether further amendment requests are reasonable
• whether mediation or tribunal might be needed.
Write clearly so parents without legal training can understand the advice.
When you first look at a diagnostic report, one of the most confusing parts can be the grid of numbers—standardised scores, percentiles, age equivalents, and other terms that don’t come with easy explanations. It’s completely normal to feel unsure about what these figures actually mean for your child. This section is here to break it down simply, helping you understand how your child’s performance compares to others of the same age, what’s considered “average,” and how these scores can guide support and planning. Think of this as your friendly decoding guide to the numbers—so you can feel confident and informed moving forward.
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When your child is assessed, you might see something called a standardised score on their report. These scores are just one way of showing how your child did compared to other children their age.
Here’s what you need to know:
A score of 100 is considered average. This is the middle point.
Most children score between 85 and 115. This is known as the average range.
If a score is:
Below 85, it may show an area where your child finds things more difficult.
Above 115, it suggests your child may have stronger skills in that area.
Some assessments have lots of smaller parts (called sub-tests). These can be added together to give an overall score, called a composite score.
It’s important to remember:
These scores are just a snapshot — they show how your child did on that day.
They don’t tell the whole story.
Professionals should always look at the bigger picture, including your child’s background, strengths, struggles, and any other assessments.
It’s important to remember:
These scores are just a snapshot — they show how your child did on that day.
They don’t tell the whole story.
Professionals should always look at the bigger picture, including your child’s background, strengths, struggles, and any other assessments.
Standard Score
131 and above: very high
121 – 130: well above average
116 – 120: above average
111 – 115: high average
90 – 110: mid average (typical range)
85 – 89: low average
80 – 84: below average
70 – 79: well below average
69 or less: very low
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When your child takes a standardised test, the result usually comes with a score — but that score is just a snapshot of how they did on that particular day. Like all of us, children can have good days and bad days. They might be tired, anxious, distracted, or just not feeling their best. That’s why professionals look at something called a confidence interval.
💡 What is a confidence interval?
A confidence interval is a range of scores that shows where your child would probably score if they took the same test many times.
Let’s say the report says:
Score: 95
Confidence interval: 90 to 100 (95%)
This means:
If your child took the test 100 times, we can be 95% sure that their score would fall somewhere between 90 and 100 most of the time.
So instead of focusing on a single number, the confidence interval helps us look at a more realistic range of ability.
🔍 How is it worked out?
Test developers give the same test to lots of children to see how consistent the results are. They measure something called the standard error — basically, how much scores tend to move around from one try to the next.
They use this to calculate the confidence interval. The more reliable the test, the smaller the range. If the test is a bit less reliable, the range will be wider.
✅ Why confidence intervals matter
They remind us not to take a single test score as the full story.
They help professionals understand your child’s likely level, not just a one-off result.
They support fairer decisions when planning support.
In short, a confidence interval says: “Let’s give your child some breathing room — we know scores can change, so here’s the best estimate of where they’re really at.”
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When your child has a standardised assessment (like for dyslexia or learning needs), the results often include something called a “standard deviation.” This is a way that professionals measure how far a score is from the average.
The average score is usually set at 100.
Most children score somewhere between 85 and 115 — this is considered the typical or “average” range.
A standard deviation helps show whether a score is a little above or below average — or much more than that.
Why this matters:
It also helps in deciding what support your child might need — both at school and possibly in other settings.
Think of it like this:
If most children are standing in the middle of a group (the average), a standard deviation helps show how far someone is standing from the middle — either to the left (struggling more) or the right (finding it easier).
You don’t need to worry about doing the maths. What matters most is what the score tells us about your child’s needs — and how we can help.
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When your child takes a standardised test, one of the results you might see is something called a “percentile rank.” This tells you how your child did compared to other children of the same age.
A percentile is like placing your child in a line-up with 100 other children.
If your child is in the 25th percentile, it means they did as well as or better than 25 out of 100 children.
If they’re in the 87th percentile, they did as well as or better than 87 out of 100 children.
✅ Important:
A percentile is not the same as a percentage score.
So if your child is in the 87th percentile, it doesn’t mean they got 87% of the questions right. It just means their overall performance was better than 87 out of 100 children tested when the test was created.Percentiles are worked out by comparing your child’s score to a large group of children who took the same test when it was developed. This helps give a fair picture of how your child is doing in comparison to others their age.
Why this matters:
Percentile ranks can help identify your child’s strengths and difficulties — and guide decisions about whether extra support might be needed.
