For those working in special schools or supporting learners with SEND, an Education, Health and Care Plan (EHCP) is more than just a statutory document - it is a crucial pathway to securing the tailored support each young person needs to reach their full potential.
Yet, for many educators and families, the term EHCP can still evoke frustration, often linked to delays, inflexibility, or overly bureaucratic processes. In the context of ongoing SEND reforms, how do we ensure EHCPs are truly meaningful - person-centred, aspirational, and able to support long-term success, not just in school but into adulthood?
EHCPs in 2025: what’s changed?
An EHCP sets out a child or young person’s special educational needs, the provision required, and the outcomes they are working towards. As of 2025, these plans are now shaped by strengthened National Standards and supported by the development of Local Inclusion Plans (LIPs) — both designed to improve consistency, clarity, and access across the SEND system.
EHCPs typically address needs across five key areas:
- Cognition and learning – including difficulties with memory, understanding or processing information.
- Communication and interaction – such as speech and language needs or social communication differences.
- Social, Emotional and Mental Health (SEMH) – addressing emotional regulation, wellbeing, and behaviour.
- Sensory and/or physical needs – supporting learners with physical disabilities or sensory impairments.
- Independent living skills – supporting personal care, advocacy, travel, and other daily life skills.
The renewed emphasis in 2025 is on co-producing EHCPs that are not only comprehensive but also genuinely led by the young person and their family, with a strong focus on preparing for adulthood from Year 9 onwards.
Embedding person-centred planning
A person-centred approach ensures that EHCPs focus not on deficits, but on what a young person can do, wants to do, and needs to thrive. It places their aspirations and identity at the heart of planning.
Key features of this approach include:
1. Co-production
Young people and families are active partners in shaping the EHCP. Their views, preferences and lived experience are central to all decisions and reviews.
2. Holistic focus
Plans consider all aspects of the young person’s life — their interests, home environment, friendships, and long-term ambitions — not just academic or clinical needs.
3. Strengths-based language
A focus on capabilities and potential supports greater confidence and self-worth. This also helps professionals design better, more empowering provision.
4. Meaningful outcomes
Outcomes must be ambitious but achievable, with clear links to the young person’s priorities. In 2025, there’s an increased focus on tracking outcomes through consistent national measures.
5. Dynamic planning
EHCPs are not static. They should evolve with the learner, with annual reviews used to update targets, celebrate progress, and respond to changing needs.
Supporting person-centred EHCPs with ASDAN’s My Independence
ASDAN’s My Independence programmes offer flexible, evidence-based curricula designed to support the delivery of EHCP outcomes — particularly those linked to the four Preparing for Adulthood pathways:
· Friends, relationships and community
· Good health
· Independent living
· Employment
These programmes provide structured yet adaptable learning that develops key life skills while reflecting each learner’s personal interests and goals. Outcomes from the courses can be mapped directly to EHCP sections and used as evidence of progress in reviews and transitions.
The My Independence suite is particularly well suited for special schools, alternative provision, and post-16 settings, supporting inclusive learning while promoting autonomy, confidence and planning for the future.
Preparing for adulthood starts early
One of the most significant shifts in the current SEND landscape is the recognition that planning for adulthood must begin early — not just in Year 9, but from the earliest opportunity. This requires joined-up thinking across education, health and care, and active involvement from families and the wider community.
EHCPs, when well-crafted and reviewed regularly, can provide a powerful framework for ensuring that young people leave school or college equipped not only with qualifications but with the skills, confidence and independence needed for adult life.
Making EHCPs dynamic, not static
EHCPs should evolve in real-time with the learner — not gathering dust in a filing cabinet. With the rollout of digital EHCP systems in many local areas and increased scrutiny on outcomes, there is a national push for dynamic, user-friendly EHCPs that support decision-making, transitions, and success beyond the classroom.
By embedding person-centred principles, using outcome-focused tools like ASDAN’s My Independence programmes, and aligning with the 2025 reforms, we can ensure that EHCPs serve their true purpose: supporting each child or young person to thrive — not just in education, but in life.