# How do SENCOs write strong EHCP contributions and one-page profiles?

> What local authorities need from schools, how to describe needs and provision clearly, and making the pupil's voice heard.

URL: https://theautismkit.com/guides/senco-ehcp-contributions
By The Autism Kit team · Updated 2026-09-27

**Short answer:** Strong school contributions describe the pupil's needs with specific, dated examples, show what support has been tried through the graduated approach and what happened, and suggest provision that is specific and quantified. Include the pupil's own views, for example through a one-page profile. Local authorities decide on assessment and plans, but clear school evidence makes decisions faster and better.

**Key takeaways**
- Describe needs with **specific, dated examples**.
- Show **what's been tried** and **what happened**.
- Suggest provision that's **specific** and **quantified**.
- Include the **pupil's voice**.

## What do local authorities need from schools?

During an EHC needs assessment, the local authority gathers advice from the school, parents and professionals.[2] The SEND Code of Practice expects evidence of the action already taken through SEN support.[1]

## How do I describe needs clearly?

| Vague | Specific |
| --- | --- |
| Struggles with change | Hid under the table after 5 of 6 unannounced timetable changes in October |
| Has sensory issues | Covers ears and leaves the dining hall daily; eats in a quiet room since November |
| Needs support with communication | Uses 2 to 3 word phrases; uses a picture board to request help |

## How do I write provision?

Say **what**, **who**, **how often** and **for how long**: "A visual timetable reviewed with a TA at the start of each lesson" or "10 minutes of movement break twice daily with a trained adult."

**Show the graduated approach.** A short table of each assess-plan-do-review cycle, with dates and outcomes, is powerful evidence.

## How do I include the pupil's voice?

**Try:**
- A one-page profile written with the pupil
- Pictures, symbols or drawings
- Quotes in the pupil's own words

**Skip:**
- Adults speaking for the pupil without asking
- Only describing difficulties

**Help us review guides.** SENCOs: we'd welcome your expertise. [Become a reviewer](https://theautismkit.com/editorial-policy#reviewers)

Free printable: [Free printable: one-page pupil profile](https://theautismkit.com/printables/pupil-profile.pdf)

## What can I do before the next request?

- [ ] Rewrite three vague needs as specific examples
- [ ] List each graduated approach cycle with dates
- [ ] Write a one-page profile with the pupil

For families: [How do I apply for an EHCP?](https://theautismkit.com/guides/apply-for-ehcp)

## Common questions

### What's the difference between needs and provision?

Needs describe what the pupil finds hard and why. Provision describes exactly what support will be given, by whom and how often.

### Why does provision need to be specific?

Vague provision like 'access to support' is hard to deliver and review. Specific provision, like '20 minutes of small-group communication work three times a week', is clearer for everyone.

### How do I include pupil voice?

Use a one-page profile, drawings, symbols or a short conversation, in whatever way suits the pupil.

## Sources

1. GOV.UK: SEND code of practice, 0 to 25 years. https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
2. IPSEA: What happens in an EHC needs assessment. https://www.ipsea.org.uk/what-happens-in-an-ehc-needs-assessment

General guidance, not a diagnosis or treatment plan. Talk with your pediatrician or a developmental specialist about your child's care.