Writing to a school about an EHCP
- LetterLab
- 12 hours ago
- 3 min read
Writing to a school about an Education, Health and Care Plan can feel heavier than most correspondence. Often it happens after months of meetings, assessments, and waiting. You may already feel worn down by the process, worried about saying the wrong thing, or anxious that your child’s needs are still not being fully understood.
Many parents reach this point knowing exactly what the issues are, but unsure how to put them into writing in a way that leads to action rather than another delay.
Why this situation happens so often
EHCP communication is rarely straightforward. Schools are balancing multiple pupils, limited resources, and ongoing liaison with local authorities. Emails and letters about EHCPs are often read alongside statutory guidance, funding pressures, and safeguarding responsibilities.
National figures show that more than half of EHCPs in England are issued later than the 20 week statutory timeframe, according to Department for Education data. Delays and slow responses are common across the system, not a reflection of how reasonable your request is.
In many cases, a school’s lack of response is not dismissal, it is a sign that the message has not yet cut through competing priorities in a clear enough way.
For official context on how EHCPs are meant to work, many parents find it useful to read the government guidance on Education, Health and Care Plans at
How wording can unintentionally work against you
When you are advocating for your child, emotion is unavoidable. Parents often include long histories, detailed explanations, and justifications because they want the school to fully understand the situation.
The difficulty is that messages like this can make it harder for the reader to quickly identify what is being requested. Important points can become buried, even when they are valid and well evidenced.
For example, a letter that opens with several paragraphs of background may delay clarity about whether you are asking for provision to be reviewed, evidence to be shared, or a specific action to be taken. Once that clarity is lost at the start, the response is more likely to be slow or non-specific.
What usually helps at this stage
What often helps is not stronger language or quoting more legislation, but a clearer opening that frames the issue calmly and precisely.
Schools are more likely to respond when they can immediately see:
Why you are writing now
What aspect of the EHCP you are concerned about
What response or action you are seeking
This does not mean removing emotion altogether. It means shaping the opening so the reader understands the purpose of the letter within the first few lines.
As additional background, the SEND Code of Practice explains how schools and local authorities should respond to EHCP related communication. It is available at
A simple place to start
If you are unsure whether the opening of your letter is helping or holding things back, starting there can make a real difference.
You can share what you have already written, or explain the situation if you have not started yet. The focus is on making the opening clear, measured, and easier for the school to engage with.
A small task to try first
Before sending anything, read only the first three sentences of your draft.
Ask yourself one question:
If someone unfamiliar with your case read just this opening, would they clearly understand why you are writing and what you want to happen next?
If the answer is uncertain, the opening may need tightening, even if the rest of the letter is accurate.
If the situation is ongoing
If you are still gathering information or weighing up next steps, it can help to read related guidance on how EHCP communication fits into wider SEND processes. Many parents find clarity by reviewing independent advice alongside official guidance.
Organisations such as IPSEA provide detailed explanations of parental rights and school responsibilities at
Closing reassurance
Needing to write carefully about an EHCP does not mean you are being demanding. Clear wording can help your child’s needs be understood and taken seriously.
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