Understanding the Role of an EHCP in Daily TA Work

For Teaching Assistants (TAs) working in UK schools, the Education, Health and Care Plan (EHCP) is more than a document—it is a practical blueprint for day-to-day support. Whether you are already in a Special Educational Needs (SEN) role or exploring a move into inclusive education, knowing how to translate the EHCP into purposeful classroom actions will make you more effective, confident and employable.

What is an EHCP and why it matters for TAs

An EHCP is a legal plan issued by the local authority for children and young people aged 0–25 who need additional support beyond what a school ordinarily provides. It brings together education, health and social care needs and sets out outcomes and the provision required to meet them. For TAs, the EHCP answers three crucial questions: what the pupil needs, what success looks like, and what support must happen, how often and by whom.

While you won’t write the EHCP, you will help to implement it and provide evidence that the specified support is making a difference. That might include delivering programmes set by specialists, adapting learning tasks, supporting communication and regulation, and promoting independence. The EHCP gives you a shared language with the class teacher, SENCO and external professionals, and it underpins accountability for the pupil’s progress.

Turning an EHCP into daily classroom practice

Start by reading the plan with a highlighter: note the pupil’s strengths and interests, current levels of attainment, primary needs, outcomes, and the exact provision (for example, “15 minutes daily phonological awareness intervention” or “access to a workstation and sensory breaks”). Then, collaborate with the class teacher to map these into the timetable and lesson plans so that support is proactive, not reactive.

Break outcomes into small, measurable steps and weave them into ordinary lessons and routines. Use prompts and scaffolds that fade over time to build independence, rather than creating long-term dependence on adult help. Keep the pupil’s voice central; preferences and motivations often unlock engagement and progress.

• Use visual supports (timetables, now/next boards, task lists) to increase predictability and reduce anxiety. 
• Chunk instructions and check understanding using simple, concrete language and modelling. 
• Provide alternative means of communication where needed (e.g., AAC systems, symbol-supported choices). 
• Plan sensory regulation: movement breaks, quiet zones, or a workstation if specified in the EHCP. 
• Pre-teach key vocabulary and concepts; revisit using overlearning and spaced practice. 
• Apply a graduated prompting approach (gestural, verbal, partial physical) and fade prompts deliberately. 
• Adapt resources: enlarged print, coloured overlays, concrete manipulatives, or writing frames. 
• Support social communication through structured peer interactions, social stories and role play. 

Document what you do—brief, factual notes after key interventions help the teacher and SENCO evaluate impact and keep provision aligned with the plan.

Working with the team around the child

EHCPs rely on multi-agency collaboration. As a TA, you will often implement programmes designed by speech and language therapists, occupational therapists, or specialist teachers. Ask for practical demonstrations, observe where possible, and request clear, achievable targets so you can embed strategies across the day—during lessons, transitions and unstructured times like lunch or break.

Communication is vital. Share observations with the class teacher and SENCO regularly; they coordinate provision and liaise with the local authority. Maintain respectful, professional relationships with parents and carers, offering concise updates that focus on progress and next steps. If you have a concern, follow the school’s communication protocols and safeguarding policy.

For statutory guidance, see the SEND Code of Practice (0–25): SEND Code of Practice (GOV.UK).

Using the Assess–Plan–Do–Review cycle and evidencing progress

The graduated approach (Assess–Plan–Do–Review) helps you turn the EHCP into a living process. Evidence shows what works and what needs adjusting. Keep it simple and consistent so that anyone can pick up your records and see the story of the pupil’s learning.

1. Assess: Establish a clear baseline. Use teacher assessments, standardised scores where available, and observation (e.g., ABC charts for behaviour, engagement scales). 
2. Plan: Agree specific, measurable short-term targets linked to EHCP outcomes. Plan interventions (frequency, duration), resources and success criteria. 
3. Do: Deliver interventions with fidelity. Embed strategies within lessons, not just separate withdrawal sessions. 
4. Review: Check progress at agreed intervals. Compare to baseline, note what helped or hindered, and refine the plan. 

Useful evidence includes annotated work samples, brief intervention logs, tally charts (e.g., number of independent task initiations), and pupil reflections. Share this with the teacher and SENCO ahead of EHCP annual reviews to inform the discussion and next steps with families and professionals.

Safeguarding, wellbeing and reasonable adjustments

Supporting pupils with EHCPs often involves managing medical needs, personal care or behaviour that challenges. Know the pupil’s health care plan, risk assessments and de-escalation strategies, and follow training and school policy at all times. Safeguarding is everyone’s responsibility—report concerns immediately to the Designated Safeguarding Lead (DSL) and record accurately.

Under the Equality Act 2010, schools must make reasonable adjustments to remove barriers to learning. Your role includes putting those adjustments into practice—adjusting the environment, routines, and resources—so the pupil can participate alongside peers. For further guidance, see the Equality and Human Rights Commission’s education advice: Equality and Human Rights Commission: Schools.

Common pitfalls to avoid

Avoid “velcro TA” support where the adult becomes a permanent crutch; plan intentional fading of prompts and opportunities for independent practice. Don’t rely on ad hoc strategies—follow the provision set out in the EHCP and record what is delivered. If an intervention isn’t working, don’t wait for the annual review; use the graduated approach to adapt sooner. Finally, keep confidentiality in mind: discuss pupil details only with staff who need to know, and store records securely.

Interview tips: showing your EHCP literacy

UK schools value candidates who can demonstrate practical understanding of EHCPs. Prepare concise examples using a challenge–action–result structure that shows impact.

• Explain how you broke an EHCP outcome into SMART short-term targets and embedded them across lessons. 
• Describe how you implemented a specialist programme (e.g., speech and language) and tracked progress. 
• Share how you promoted independence by fading prompts and adjusting the environment. 
• Show evidence: data snippets, improved work samples, or observed changes in engagement or behaviour. 
• Mention relevant training (e.g., safeguarding, autism, sensory processing, AAC) and how you apply it. 
• Use the language of the graduated approach and reference collaboration with the SENCO and parents/carers. 

If you are new to SEN, study example EHCPs, shadow interventions, and read key guidance so you can discuss the plan confidently in interviews.

Where to learn more and next steps

To deepen your knowledge, start with GOV.UK’s overview of Education, Health and Care Plans: Education, Health and Care Plans (GOV.UK). For a broader picture of the TA role and progression routes, see the National Careers Service profile: Teaching Assistant – National Careers Service.

Ready to take the next step in your SEN career? Use your understanding of EHCPs to craft a strong CV, prepare evidence-based examples for interviews, and target roles that align with your strengths. Explore current SEN TA vacancies in your area and keep building your expertise with short courses and in-school mentoring. Your skill in turning an EHCP into effective, everyday support will make a tangible difference to pupils—and it’s exactly what UK schools are looking for.