EHCPs (Education, Health and Care Plans) are a key support tool for many learners with unique profiles. These articles unpack the process, from applying to annual reviews, and show how a well-crafted EHCP can unlock a student’s full potential.
Amy Clampin explains how effective EHCPs can move beyond paperwork to become personalised, working plans that centre each young person’s voice, align families and professionals, and create the safety, support and ambition needed to thrive in education and adulthood.
Steve Proctor, Head of Sixth Form at Burlington House School, shares how real-world experience helps students with unique learning profiles grow in confidence and prepare for life beyond education.
We asked Nuala Dalton, SENCo at Burlington House School, London, to outline the purpose of a child having an EHCP, what it might consist of
Support, strategies and lived experience to help students thrive with focus, organisation and self-regulation.
Resources to support autistic learners, including sensory needs, communication strategies and inclusive practices.
Practical tools and expert advice for supporting reading, writing and spelling for dyslexic learners.
Explore ways to support number confidence and reduce anxiety for students with dyscalculia.
Help students with motor and planning challenges succeed with structured, accessible approaches.
Understand the EHCP process and how it can unlock tailored support for students with learning differences.
Guidance on helping students build resilience, regulate emotions and form positive relationships.
Explore broad support strategies for students with special educational needs across settings.
Identify and support specific learning difficulties such as dyslexia, dyscalculia and dyspraxia.
Articles, reflections and strategies celebrating neurodivergent ways of thinking and learning.
Support students with speech, language and communication needs in every learning environment.
Guidance on helping students with handwriting, spelling, and written planning challenges.
After years of disruption and repeated school moves, Zahir* found stability, belonging and a strengths-led pathway – building friendships, confidence and ambitions for a future in the creative arts.
With specialist support and a calm, understanding environment, Natalia* moved from panic attacks and low confidence to feeling settled, engaged and ready for greater independence.
After anxiety and early learning barriers led to school refusal, Amelia* found safety, confidence and steady progress through integrated support and learning adapted to her needs.
