Southwark Education, Learning and Achievement logo Southwark Education, Learning and Achievement
Sign in

Sign in to Southwark Education, Learning and Achievement or Complete a task any time of day with your dedicated, personalised account Create account

Post-review requests

Managing requests from reviews 

Requests that may arise include: 

  • Amendments to the EHCP (e.g., updated provision or outcomes) 

  • Requests for reassessment 

  • Requests for additional support or services 

  • Transition planning (especially from Year 9 onwards, focusing on Preparing for Adulthood) 

Councils must: 

  • Review the documentation 

  • Consult with relevant professionals e.g. through SEND Panel processes 

  • Issue a decision letter outlining next steps within 4 weeks whether to: 

  • Maintain the EHCP 

  • Amend it 

  • Cease it 

If a local authority decision following an Annual Review of an EHCP is not agreed with, there is a clear legal route for parents to request mediation and appeal through the Special Educational Needs and Disability Tribunal (SENDIST).  

You can read more about the SEND appeal, mediation and tribunal process on Southwark's Local Offer.

If the school believes that the local authority should reconsider its decision following an Annual Review, additional or alternative evidence must be provided beyond what was originally submitted. This may include: 

  • independent assessments (e.g., Educational Psychologist, Speech and Language Therapist, Occupational Therapist) 

  • school records and Individual Education Plans (IEPs) 

  • statements from parents or carers 

  • the child’s views.   

Following an Annual Review for pupils with SEND, best practice for schools involves a structured, person-centred, and collaborative approach. Here's a summary of key steps and principles drawn from current guidance and expert recommendations: 

 

Best practice after an Annual Review 

Timely documentation and submission 

  • Complete and submit the Record of Annual Review to the local authority within the required timeframe (usually within two weeks of the meeting). 

  • Ensure all sections of the EHCP are reviewed and updated where necessary, including outcomes, provision, and aspirations. 

Action planning 

  • Translate review discussions into clear, actionable targets for the coming year. 

  • Assign responsibilities for each action (e.g., SENCo, class teacher, external professionals). 

  • Include timelines and review points to monitor progress. 

Monitoring and evaluation 

  • Schedule regular check-ins (termly or half-termly) to assess progress. 

  • Use pupil voice and parental feedback to inform ongoing support. 

Staff involvement and training 

  • Ensure teachers and teaching assistants are aware of the updated EHCP and how it affects their practice. 

  • Provide CPD or briefings if new strategies or interventions are introduced. 

Preparing for transitions 

  • If the pupil is approaching a key transition (e.g., moving to secondary school or post-16 provision), begin planning early. 

  • Use the review to identify transition needs and involve future settings where possible. 

Reflective practice 

Encourage staff to reflect on the review process: 

  • What worked well? 

  • What could be improved? 

  • How can the next review be more effective? 

 

If you have a questions about managing requests from reviews or best practice after an annual review please get in contact with the SEND Service Team.