Guidance for educational psychology involvement in annual or interim reviews

There are a wide range of professionals, including educational psychologists (EPs), who are well placed to provide support and advice to schools about the changing needs of and associated provision for pupils with EHCPs.

This page provides good practice guidance about when it may be appropriate to involve an educational psychologist (EP) within the annual/interim review process for a child with an EHCP whose needs have changed.

It also outlines factors which might influence the decision to request the involvement of an EP and what can be expected in terms of EP contribution to the annual/interim review process.

The SEND Code of Practice

Section 9.176 of the SEND Code of Practice describes the EHCP annual/interim review requirements.

The decision to request the involvement of an educational psychologist (EP) in the annual/interim review process will be informed by guidance within the SEND Code of Practice.

Annual and interim reviews

According to the SEND Code of Practice the purpose of reviews is to:

"consider the continuing appropriateness of the Education Health Care Plan in the light of the child or young person’s progress during the previous year or changed circumstances and whether changes are required including any changes to outcomes, enhanced provision, change of educational establishment or whether the EHC plan should be discontinued."

The local authority case manager and/or other professionals can provide information towards and attend an annual/interim review. This does not always include the educational psychologist (EP).

When educational psychology involvement may be considered

Educational psychology input and assessment is not automatically required where it is considered that there is a change in need, approaches, provision and outcomes that is significant enough to warrant an amendment to the child’s EHCP.

We would expect that that our involvement would only be considered for complex issues and:

• has the potential to make a difference or influence positive change
• has a purpose that requires psychological insight
• is centred around the child and their family
• pays due attention to any ethical considerations

Taking into account the differences in context and individual child, psychological input may be considered when:

• there is a purpose that clearly requires psychological insight
• there is complexity and are significant concerns by key adults about whether the child’s current educational setting is meeting their needs with reference to the provision (i)and (ii) approaches outlined in the EHCP that requires a unique psychological contribution, as already described earlier in this document, in line with professional judgement.
• For example, the school placement is at risk of breaking down and the child is vulnerable to permanent exclusion or is on a significantly reduced timetable and there is no clear plan for developing this
• in some exceptional circumstances, where there has been a significant change of need, for example an acquired brain injury.

(i)Provision includes a number of considerations. For example: staff skills, training and qualifications, size of group, staffing ratio, peer group and skills of peers, provision during unstructured times, physical environment (e.g. sensory room, safe space, lighting, sound, accessibility…) and curriculum/ timetable. It is expected that any such concerns would be discussed by staff with parents or vice versa prior to the annual review.

(ii)Approaches includes what the staff are doing and delivering, interventions and review arrangements.

Please note the EP's role is not to name a specific setting.

When not to use Lancashire Educational Psychology Service

Educational psychology involvement would not be appropriate or needed in all cases.

For example:

• where the primary focus is to request an increase in funding
• a routine request for an update because the EHCP is not current
• where the proposed amendment relates solely to a clinical diagnosis such as ASD
• where sufficient evidence is available

Timing

This is important to ensure that EP attendance is both appropriate (where there are other professionals already involved to avoid duplication) and possible in terms of diary scheduling.

First steps for the SENDCo

In line with the advice in this guidance, the SENDCo should contact their link educational psychologist (EP) for a telephone discussion to agree the next steps. 

The EP will use professional judgement to decide their next steps based on the individual context of the CYP. 

What the educational psychologist needs to know

During the conversation with the SENDCo, the EP will need information to decide whether attendance is likely to be beneficial. This could include details of:

• attainment levels and rate of progress
• existing provision
• whether changes have been discussed with the child’s family
• other recent professional involvement.

The EP may require further information from schools or other professionals for example:

• SEND support plans
• progress data
• minutes from meetings
• recent professional reports

The EP may also need to gain information from the child’s educational psychology service file to guide their decision as to whether or not assessment and/or attendance is necessary.

What the educational psychologist might do as part of the annual/interim review

If an EP’s involvement is necessary signed consent will be required.

Where there has been direct work, including a Circle of Adults, the EP will provide a written record. This record would be intended to supplement annual and/or interim review documentation already provided by the school. In this case, the information provided may be considered to be a sufficient contribution to the process and the EP does not attend the annual review.

Record of educational psychology involvement