A Clear EHCP Plan Example — and How to Use It to Advocate for Your Child
If you’ve ever opened your child’s EHCP and thought, “Is this even clear?” — you’re not alone.
For many parents, the first time reading an Education, Health and Care Plan (EHCP) feels like decoding another language.
I’ve met families that have gone through that same moment — the mix of relief (“finally, support!”) and confusion (“but what does this actually mean?”).
So, let’s fix that.
Below, you’ll see what a clear EHCP plan example looks like, what national guidance says “good” means, and how to use that knowledge to advocate for your child with calm confidence.
What an EHCP Should Actually Do
An EHCP isn’t just paperwork.
It’s meant to describe your child clearly — their strengths, needs, and the support that allows them to thrive.
According to the SEND Code of Practice (2015) and the Council for Disabled Children’s national guides (2017):
- Each plan must be person-centred, written about the child, not their diagnosis.
- Every need (Section B) must link to specific provision (Section F) and measurable outcomes (Section E).
- A strong plan shows your child’s voice and aspirations — not just what’s wrong, but what’s possible.
As the national guide puts it:
“It should feel like it’s about the person, not the disability.”
A Clear EHCP Plan Example (Simplified)
Here’s a fictional (but realistic) example, based on the good-practice plans from the Council for Disabled Children.
Section B — Special Educational Needs
Sophie has difficulty processing spoken language and benefits from extra time to respond in class discussions. She also struggles with transitions between tasks.
Section F — Provision
Sophie will receive:
• 15 minutes daily 1-to-1 support from a trained teaching assistant to rehearse classroom vocabulary.
• Visual schedules and transition warnings five minutes before every activity change.
• Weekly 45-minute speech and language therapy sessions by a qualified therapist, with follow-up targets shared with classroom staff.
Section E — Outcomes
Within 12 months, Sophie will independently use visual prompts to move between lessons without adult help in 80% of opportunities.
✅ Each provision links directly to a need.
✅ Support is concrete — who, how long, how often.
✅ The outcome is measurable.
If you can trace a line from need → provision → outcome, your plan is probably strong.
If that line feels broken or vague, it’s time to ask questions.
The “Golden Thread” — What Makes a Plan Cohesive
In the Year 9 and Beyond guide, the Council for Disabled Children describe a “golden thread” that connects the entire plan:
Aspirations → Outcomes → Needs → Provision.
That thread should run through every section.
For example, if your child wants to “work with animals,” you should later see outcomes about work experience or volunteering, and provision that teaches those skills.
💡 Parent clarity check:
- Do you see your child’s aspirations stated in Section A?
- Can you follow how those lead to outcomes in E?
- Does each outcome have matching provision in F or G?
If any link is missing, the “golden thread” is broken — and that’s a perfectly valid discussion point for your review meeting.
What “Good” Looks Like (from National Examples)
The Council for Disabled Children’s resources include detailed EHCPs (for “Jay,” “Jessica,” and others) that show what high-quality plans look like. Their Top Tips apply to every child’s plan:
- “Each special educational need should be articulated separately so you can easily check there is provision to meet it.”
- “A diagnostic label does not describe need — focus on what it means day to day.”
- “Less is more — keep language clear enough for a non-specialist.”
- “Outcomes should follow from the child’s aspirations.”
Strong plans describe exactly what support looks like, who provides it, and how often.
Weak plans rely on words like “regular,” “appropriate,” or “access to support.”
👉 If you find those phrases, highlight them — they’re often the biggest gaps in clarity.
Preparing for Adulthood — From Year 9 Onwards
From age 13/14 (Year 9 reviews), every EHCP must start addressing four “preparing for adulthood” areas:
- Employment and higher education
- Independent living
- Good health
- Friends, relationships, and community inclusion
These are not optional.
Each plan for a young person should have SMART outcomes in these domains, such as:
“By age 18, Jackson will prepare a simple breakfast every weekday morning.”
“By the end of sixth form, Muhammed will complete work experience in three local businesses.”
Ask whether your child’s plan builds towards these four areas each year — that’s what national guidance expects.
How to Use Examples Like These
When you review your child’s EHCP:
- Highlight vague terms. Replace “regular” with “how often?” and “appropriate” with “what exactly?”
- Check the golden thread. Does each need have a corresponding provision and outcome?
- Look for growth. Each annual review should show progress — the plan should evolve with your child.
- Ensure the child’s voice is present. Section A should sound like your child — their likes, dislikes, and goals.
Parents who approach reviews with this clarity report better collaboration and faster resolutions (Contact, 2021).
Advocacy Isn’t Aggression — It’s Clarity
Advocating for your child isn’t about confrontation — it’s about specificity.
Clarity helps professionals help you.
You don’t need legal training — just the confidence to ask for detail and alignment.
(I’ve seen families completely change the tone of a review meeting simply by walking in with a one-page checklist — calm, focused, and clear.)
Next Step: Spot the Gaps in Your Child’s EHCP
If you’d like to make sense of your own plan using these same national standards, I’ve created a free checklist:
“Spot the Gaps: A Parent’s EHCP Plan Review Checklist.”
It walks you through each section (A–K) with examples of vague vs. strong wording — plus a mini “golden thread” tracker for parents.
👉 [Download the Checklist Here]
Use it to prepare for your next review meeting and make your advocacy smoother, calmer, and more effective.
Key Takeaways
- A good EHCP is specific, measurable, person-centred, and aspirational.
- You should always be able to link needs → provision → outcomes.
- Vague terms are red flags — seek clarity.
- From Year 9 onward, plans must prepare for adulthood across four life areas.
- The clearer the plan, the stronger your advocacy.
References
Council for Disabled Children (2017). Education, Health and Care Plans: Examples of Good Practice.
Council for Disabled Children (2017). Education, Health and Care Plans: Examples of Good Practice — Year 9 and Beyond.
Department for Education & Department of Health (2015). SEND Code of Practice: 0–25 Years.
Contact (2021). Parent Experiences of EHCP Reviews.