An Education, Health and Care Plan describes a child or young person’s needs, intended outcomes and specified provision. Support staff are not expected to interpret it as a lawyer or clinician. They do need to understand the parts relevant to their work and follow the setting’s agreed plans.
What matters in day-to-day support
- The needs and strengths relevant to learning and participation
- The outcomes the team is working towards
- The provision the education setting must arrange
- Communication, sensory, health or behaviour guidance relevant to the role
- How progress and concerns should be recorded
Your role is implementation and evidence
A teacher, SENCO or other responsible professional should explain what the plan means for your work. Your job is to apply the agreed strategies consistently, observe the pupil’s response and provide accurate information. Do not independently rewrite targets, diagnose needs or promise changes to provision.
Questions to ask at induction
- Which outcomes am I directly supporting?
- What provision or strategies must be consistent?
- How should I record observations?
- Who do I speak to if the support is not working?
- Which information is confidential and where is it stored?
Use the plan without reducing the pupil to it
An EHCP is important, but it is not the whole child. Support should also reflect strengths, communication preferences, relationships, interests and the pupil’s own views. Good practice helps the pupil participate and develop independence rather than creating unnecessary dependence on one adult.