A useful EHCP annual-review evidence pack shows what a learner can do, how that has changed and what support makes it possible. It does not need to contain every worksheet completed during the year. A small set of dated, explained examples can make the conversation clearer than a large folder of unlabelled work.
This article focuses on selecting educational evidence for reviews in England. It is a practical preparation guide, not a substitute for the formal review process or individual advice about a plan.
Choose evidence that answers a question
Start with the needs, outcomes and provision in the EHCP. Ask which questions the review needs to explore. Has the learner developed a skill? Does it transfer beyond a familiar session? Is the specified support available? Are important barriers still preventing access to teaching?
Select work that helps answer those questions. This might include two comparable writing samples, a short record of a practical task or notes about how the learner used an agreed communication method. Where photographs or recordings are appropriate, follow the setting's permissions and information-handling arrangements.
Avoid selecting only polished work. Equally, a pack consisting entirely of the most difficult moments can conceal strengths and progress. Include a representative picture, with enough context for others to understand differences between occasions.
Our guide to preparing for a learning review offers general preparation ideas. The SEND Code of Practice is the authoritative starting point for the wider EHCP review framework.
Add the information the work cannot show
A correct answer does not reveal whether the learner worked independently, copied a model or received substantial guidance. Label each selected example with:
- The date and learning activity.
- The relevant outcome or review question.
- The setting and conditions that mattered.
- The support, prompts or adaptations provided.
- What the learner demonstrated.
- What remains uncertain or needs further teaching.
Use plain descriptions rather than broad judgements. “Wrote three sentences after discussing ideas and using a vocabulary list” is more informative than “good progress”. If an adult transcribed the learner's words, make that clear without undervaluing the ideas expressed.
Where work samples are not directly comparable, say so. A shorter text, easier question or different support level may explain an apparent change. Do not turn a difference between two pieces into a precise progress claim unless the evidence supports it.
Include the learner's interpretation
Offer an accessible way for the learner to comment on selected work. They might point to a piece they are proud of, explain which part was difficult or identify a support they want to keep. Participation need not mean giving a presentation to a room of adults.
Ask questions that invite information rather than praise alone: “What helped you do this?” and “Would this be harder in another lesson?” Keep their actual contribution separate from adult interpretation.
A successful piece may have required a level of effort or distress that is not visible on the page. That experience matters when deciding whether the support is sustainable and appropriate.
An illustrative comparison
Imagine two maths examples from a fictional learner. In the first, the learner completes a practical money task with repeated adult prompts. In the second, they complete a similar task using a visual checklist and one reminder.
The evidence may suggest increased independence in that familiar activity. It does not establish that the learner can manage every money task or no longer needs support. A useful review question is whether the same skill appears with different materials or another adult.
Record the support that enabled progress alongside the progress itself. Otherwise, success can be misread as evidence that the conditions making it possible are unnecessary.
Turn the pack into decisions and questions
End with a short summary of what the evidence suggests and what the meeting needs to discuss. Separate observed facts from proposed changes. Identify gaps in provision or learning access clearly rather than allowing them to disappear inside attainment figures.
Use the agreed secure route to share relevant material with the review organiser. Remove unrelated information about other children. If the plan needs amendment, use the formal process rather than treating a meeting note as an amended EHCP.
Professionals can explore our SEND and EHCP support, or contact Reconnect Learning to discuss educational evidence and support needs for a particular learner.