Years before my son's EHCP, we were told no to an assessment
Updated: Oct 11
I am sharing the broad shape of our family's education journey because another parent may recognise the gap between a child's daily life and the short account in a decision letter. My son's name, school, exact dates and identifying details are withheld. The one-page example here is an adaptation for public learning, not a redacted copy or a verbatim extract of his official records.
The request, and the earlier no
Several years before his final Education, Health and Care (EHC) plan, I asked the local authority for an EHC needs assessment. I described his strengths as well as the difficulties he had accessing education when communication, changes in routine and the environment became too much. I wanted the whole picture considered, including support already tried and what still did not work.
The authority later refused to assess. In broad terms, the response acknowledged difficulties but considered that support could be met from resources ordinarily available to the school. Reading that while living the daily reality was hard. I knew his needs had not disappeared because the letter said no.
A refusal to assess is different from a decision on the contents of a final plan. A later EHC plan does not, on its own, prove that the earlier refusal was unlawful. Evidence and circumstances can change. But an earlier no is a real part of our story, and families deserve clear reasons, support while they wait, and information about their options.
What helped me make the needs visible
The later paperwork brought together my son's perspective, everyday examples, the effects of transitions and busy settings, what adults tried, and what helped him participate. Behaviour alone did not explain the need. I wanted adults to ask what happened before, during and after distress, and how support could be made consistent across the school day.
The eventual final plan connected identified needs to outcomes and specified provision. I have not published its original wording, placement or timetable. In the adapted public example, a fictional illustration shows the format: a difficulty with unannounced transitions, an outcome about moving between activities with less distress, and practical provision such as an agreed advance cue, visual plan and quiet pause. That illustration is invented for teaching.
A record another family can make their own
If you are facing a refusal or preparing a fresh request, it can help to keep:
the dated request and every decision letter;
your child's views and strengths in a form they can express;
concrete examples of a need across settings and times;
what support has been tried, by whom, and what happened;
the questions left unanswered and who will follow up.
I have made a blank, editable EHCP Refusal and Support Planner for families who want a structured record. It is a seven-page Word download with spaces for the child's voice, current support, evidence, the refusal decision, needs and provision, and meeting actions. The public example is free to read; the blank planner is a separate paid resource (£5.85).
You can also book a free 30-minute consultation to talk through what to organise. Check the SEND code of practice and the government's EHC decision appeal guidance for the rules and deadlines that apply to your own circumstances. This account is a personal example, not a finding about another child's eligibility or legal advice.
Useful resources for this topic
If you would like a practical record to use alongside this article, the resources below explain their scope, format and price. Choose only the material that fits your circumstances; a completed template is a starting point for action and review.
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