If you have pages of occupational therapy scores but no idea how to turn them into Education, Health and Care Plan evidence, you are not alone. Parents and SENCOs often tell us they can describe the struggles, yet panels ask for clearer links between assessments, daily function and what must be provided.
This guide shows you, step by step, how to convert EASI, Movement ABC-2, Beery VMI and DASH findings into Section B needs, Section E outcomes and Section F provision. It also explains the five EHCP stages, typical timelines, what panels look for, and common myths such as whether a diagnosis is required.
Waves Occupational Therapy works across Cornwall and Devon in clinic, at home and in schools. If you need focused EHCP evidence, you can book an assessment in Truro, Plymouth, Penzance and nearby areas.
The five EHCP stages and realistic timelines
The process usually follows five stages:
- Request. Parents, young people or schools can apply. A diagnosis is not required.
- Needs assessment. The local authority gathers evidence from education, health and care.
- Decision to issue. Based on whether special educational provision is required to make progress.
- Draft and consultation. You check the wording, name a setting and request changes.
- Final plan and annual review. The plan is implemented and reviewed at least yearly.
Timelines vary by local authority, but the law sets overall timescales from request to final plan. Expect weeks for evidence gathering and consultation. If you have key dates, flag them early when booking assessments.
No diagnosis needed to request an EHCP
Panels decide on provision, not labels. The legal test is about needs and what must be specified and quantified so a child can make progress. While diagnostic pathways can run in parallel, functional OT evidence can still show why specific support is reasonably required now.
From OT assessment to Sections B, E and F
Think in three clear steps:
- What is the difficulty in everyday terms, and what is the likely reason?
- What change do we want to see by a set review point?
- What specific provision is needed, how often, by whom and where?
Below are practical examples that map common tests to needs, outcomes and provision. Replace details with your child’s scores, observations and trial results.
Example 1: DASH, slow handwriting speed and stamina
- Section B need
- DASH shows handwriting speed at the 9th percentile. Observation notes poor posture, downward paper angle and fatigue after 5 minutes. Written output is reduced compared with oral answers.
- Section E measurable outcome
- Within 12 weeks, the pupil will increase sustained written output from 5 to 10 minutes with legible sentences, using agreed supports, evidenced in English and humanities books, reviewed half-termly.
- Section F provision
- Provide a sloped board and footrest daily for all written tasks.
- Implement short writing bursts of 5 minutes followed by a 2 minute movement break, building to 10 plus 2, across morning literacy sessions.
- Offer alternative recording twice weekly when stamina limits output, for example scribe, laptop or voice note.
- Staff to check paper angle and seating at the start of tasks using a visual checklist.
Example 2: Beery VMI, visual-motor integration and letter formation
- Section B need
- Beery VMI standard score indicates below average visual-motor integration. Observation shows inconsistent letter size and difficulty aligning to the margin.
- Section E measurable outcome
- By the end of term, the pupil will produce a 6 sentence paragraph with 80 percent consistent letter size and alignment using a visual model and angled surface, evidenced in two subject books.
- Section F provision
- Daily 10 minute fine-motor and letter formation practice within class routines, led by a teaching assistant using an OT-supplied plan.
- Use lined paper with a highlighted margin and a visual model at the top of the page for all extended writing.
- Maintain an angled writing surface for all desk-based writing.
Example 3: Movement ABC-2, coordination, posture and PE access
- Section B need
- Movement ABC-2 indicates motor coordination difficulties affecting balance and manual dexterity. Child shows slumped sitting and fidgeting when seated for more than 10 minutes.
- Section E measurable outcome
- In 10 weeks, the pupil will sit in a stable, supported position and complete a 15 minute tabletop task with one prompt or fewer, recorded across two lessons per week.
- Section F provision
- Provide a footrest so feet rest flat, seat height adjusted to elbows at table height, and a wobble cushion only if trial shows improved focus without reducing handwriting control.
- Daily pre-class movement warm up for 5 minutes, for example wall pushes, slow animal walks, chair push-ups.
- PE adaptations: break skills into steps, use lighter balls, offer extra practice time and clear demonstrations.
Example 4: EASI-informed sensory regulation and classroom participation
- Section B need
- EASI-informed assessment and school questionnaires indicate sensory sensitivity to noise and movement-seeking behaviour, leading to disorganisation at transitions and loss of learning time.
- Section E measurable outcome
- Over 12 weeks, the pupil will transition between lessons within 3 minutes with a calm start in 4 of 5 days, using agreed strategies, tracked on the class transition log.
- Section F provision
- Provide planned movement breaks three times daily, with two agreed options, for example corridor walk and carry a book box; classroom stretch sequence.
- Offer ear defenders during assemblies and high-noise tasks, with adult check-in for use and storage.
- Use a visual timeline and a two minute countdown before transitions.
What panels look for
- Clear functional need linked to learning access.
- Relevant scores that support, but do not replace, real-life observation.
- Specific and quantified provision, not broad advice.
- Measurable outcomes with a review point and who monitors progress.
- Evidence of trials and what has helped so far.
If provision is vague, panels often ask for clarification. Linking each recommendation to why it is needed, when it will be used and how it will be reviewed strengthens Section F.
Step-by-step: turning results into a strong Section F
- Gather data. Combine test scores, classroom work samples and notes from teachers.
- Describe the barrier. Use plain language about attention, stamina, posture, transitions or coordination.
- Trial low-cost supports for 2 to 4 weeks. Note what changed and what did not.
- Write the provision as a recipe. Specify frequency, duration, equipment, setting and who is responsible.
- Add a review point. Half-termly checks work well for many schools.
How to get an EHCP-focused OT assessment
You can contact Waves OT directly to request an EHCP-focused assessment in clinic at Threemilestone, at home or in school across Cornwall and Devon. When you enquire, include your location, brief reason for referral, preferred setting and any key deadlines for school paperwork. If you are looking for a paediatric OT clinic in Redruth or need Truro EASI sensory assessments, our service pages explain options and settings.
- Find out more about EASI-informed sensory assessment in Truro and Penzance via our sensory assessment page.
- For handwriting speed and access evidence, see our handwriting assessments information.
After the EHCP is issued
The setting implements Section F. Outcomes are tracked, and the plan is reviewed at least annually. If something is not working, schools record this, adjust, and invite updated evidence. Waves OT can liaise with school or attend reviews to refresh targets and measures where helpful.
FAQ
How do I get an EHCP OT assessment?
Contact Waves OT via the website or phone to book an EHCP-focused assessment in clinic, at home or in school. Share key dates so we can align assessment and reporting.
Do we need a diagnosis to request an EHCP?
No. The test is about needs and the special educational provision required to secure progress.
What evidence strengthens Section F provisions?
Functional descriptions linked to learning, relevant test scores, specific and quantified recommendations, clear review points, and notes of what has already worked in class.
What happens after an EHCP is issued?
The setting delivers the provision, tracks outcomes and holds at least an annual review. Provision can be refined using updated evidence.
A quick word on quantifying provision
Words like regular, access to or as needed are weak. Replace them with exact details:
- Frequency and duration, for example 3 times daily for 2 minutes.
- Who delivers it, for example class teacher or trained teaching assistant.
- Where and with what, for example sloped board, footrest, ear defenders.
- How progress will be checked, for example half-termly review with work samples and a short observation.
Book an EHCP-focused OT assessment
If you are a parent, SENCO or school leader in Cornwall or Devon, we can complete EHCP-ready assessments and clear, plain-language reports, with clinic, home or school appointments. Enquire early if you have time-sensitive reviews or September transition deadlines.
- Learn about EASI sensory assessment options in Truro and Penzance at our EASI page: truro sensory processing evaluation.
- Explore handwriting assessment options, including the Detailed Assessment of Speed of Handwriting, on our handwriting assessments page.
Summary: turn scores into needs, outcomes and provision by linking evidence to daily function, writing measurable targets and specifying what will be delivered, by whom and how often. When you are ready, book an EHCP-focused OT assessment so we can help you put strong, practical words onto the page and into the classroom.
Internal links:
- EASI sensory assessment information: https://www.wavesot.com/easi-sensory-assessment/
- Handwriting assessments overview: https://www.wavesot.com/ot-handwriting-assessments-cornwall-devon/