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An example draft.

The EHCP Evidence Pack Generator produces a fresh draft from AI every time, structured around whatever anonymised notes you provide - so there's no single fixed screenshot to show you. This is an illustrative example, in the exact layout and structure the real tool produces, so you can see the kind of draft you’d get.

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Illustrative example, for a fictional pupil - not generated live for this page.

Anonymised notes a SENCO provided

"Struggles to start written tasks without 1:1 prompting, even when the task is understood. Reading age approx. 2 years behind chronological age (school reading test, autumn term). Gets overwhelmed in the dining hall - covers ears, has left without eating twice this term. Good verbal contributions in small groups, goes quiet in whole-class discussion. Parents report meltdowns most evenings after school. No EP assessment yet."

Context given: Year 5 pupil, no formal diagnosis yet, working significantly below age-related expectations in literacy.

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Summary

This pupil presents with needs across cognition and learning, and sensory and/or physical processing, alongside emerging social, emotional and mental health concerns reported at home. Needs are consistent across settings and have not resolved with existing classroom support.

Areas of need (3)

Cognition and Learning

Strong evidence

Reading age is approximately 2 years behind chronological age per the autumn term school reading test. The pupil requires 1:1 prompting to initiate written tasks despite demonstrating understanding of the task itself, suggesting a gap between comprehension and independent written output.

Sensory and/or Physical

Moderate evidence

Reports of covering ears and leaving the dining hall on two occasions this term indicate a significant sensory response to the noise level of that environment, sufficient to disrupt eating.

Social, Emotional and Mental Health

Limited evidence

Parents report meltdowns most evenings after school, and the pupil goes quiet in whole-class discussion despite contributing well in small groups - both consistent with masking or accumulated stress across the school day.

Gaps to fill before submitting

• No standardised literacy assessment score beyond the school reading test - consider adding a more detailed diagnostic literacy assessment if available.

• No educational psychologist (EP) assessment yet - this would substantially strengthen evidence across all three areas.

• No direct record of pupil voice - consider adding the pupil's own account of the dining hall and after-school experiences.

Recommended next steps

• Request an EP assessment to evidence cognition and learning needs more formally.

• Add parent/carer views as a written statement, particularly regarding after-school presentation.

• Gather pupil voice directly, using a format (drawing, structured questions) suited to how this pupil communicates most comfortably.