The Algorithm vs. Our Children: Why Your EHCP Needs a Human Eye

At least 50 local authorities across the UK are now trialling or fully implementing AI to draft Education, Health and Care Plans (EHCPs). While authorities claim this is about efficiency, lawyers and advocates are sounding the alarm: we are rapidly losing the human oversight that these legal documents require.

Take Bournemouth Council as a case study. They have invested significantly in a private company, Imosphere, for software that doesn’t just help draft plans; it helps determine funding bands. The current workflow is alarming: local authorities input professional reports, an AI drafts the plan, a second piece of software assigns the funding, and a human is left merely to “approve” the result.

The core selling point on the Imosphere website is the reduction of “preventable costs.” For parents, this is a red flag. We know that “preventable costs” often translates to the reduction of support for the children who need it most.

Statutory duties under the SEND Code of Practice cannot be delegated to a machine. An algorithm cannot understand your child’s nuance, their specific sensory needs, or their unique potential.

Do not let an algorithm decide your child’s future. Demand transparency from your local authority, question how your draft was produced, and ensure every word on that page is verified by a human being.

September Prep: A Low-Demand Approach for Our Kids

As September approaches, the “back to school” pressure can be overwhelming for neurodivergent children and their families. Instead of forcing a rigid transition, consider a low-demand, sensory-first approach:

• Visual timelines. Create a simple, visual countdown to the first day. Knowing exactly what to expect reduces anxiety.
• The “soft” reset. Don’t try to fix sleep schedules or routines in one go. Start shifting bedtimes by 15 minutes every few days leading up to the start date.
• School liaison. If you haven’t already, send a brief, positive email to your child’s new teacher. Highlight three “must-know” things about your child that will help them feel safe and understood on day one.
• Validate the feeling. It is okay if your child is anxious. Validate their feelings rather than trying to “fix” the fear. A simple “I know this feels big, and I am right here with you” can go a long way.

Mourning the Summer We Didn’t Have

If you are feeling exhausted, resentful, or simply “done” as we head into September, please know this: you are not alone.

For many SEND parents, the summer holiday isn’t a break. It is a period of intense, 24/7 caregiving, managing meltdowns, navigating a lack of respite, and fighting for basic support. There is often a profound sense of “mourning” for the summer you hoped for: the trips, the relaxation, the memories, all eclipsed by the sheer labour of keeping your child regulated and safe.

It is okay to grieve the holiday you didn’t get. Your exhaustion is a valid response to an exhausting system. Be gentle with yourself this week. You have been doing the work of three people all summer. You don’t need to be a “super-parent” as term starts. You just need to be present.

SENCOs: How to Smash Your September INSET

Getting staff on board with the SEND agenda can feel like an uphill battle, but the key is to move away from “compliance” and toward “connection.” Here is how to make your September INSET impactful:

• Humanise the data. Don’t start with spreadsheets or funding percentages. Start with a story: an anonymised success story of a child who flourished because of a small, consistent adjustment in the classroom.
• The “one thing” rule. Don’t overwhelm staff with a 50-page policy. Give them one actionable, low-effort strategy they can implement on day one, such as the five-minute check-in or visual prompt cards at every desk.
• Normalise adjustments for all. Frame SEND strategies as “good teaching for everyone.” When staff realise that sensory breaks or clear instructions help the whole class, they are far more likely to buy in.
• Listen to the barriers. Dedicate time for staff to voice their concerns. If a teacher feels they don’t have the time or resources, acknowledge it. You don’t have to have the solution immediately; sometimes just being heard makes them more open to your guidance.

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